Pragmatic language instruction and beginner learners of Spanish: A discourse approach to pragmalinguistics
Bibliographic record
Abstract
This paper addresses pragmatic language learning in beginner Spanish as a Foreign Language students in an anglophone academic context. The focus of instruction is on learners’ mapping their linguistic knowledge to their pragmatic intentions in basic transactional contexts. Instruction is grounded in theory and research in the nature of language; Second Language Acquisition; Stages of Interlanguage and Discourse in a socio-cultural context. This paper discusses the effects of instruction on a group of learners’ performance of 14 functions in three transactional settings. A Discourse Analysis methodology was used to examine learners’ discourse in their role-plays with native speakers. The study includes a profile of the learners’ pragmalinguistic ability as well as their perceptions of the effects of instruction. The exploratory results seem to indicate that the learners were able to make appropriate linguistic choices to express their intentions in complete speech events with specific discourse features they are able to handle at their stage of interlanguage.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".