Task modality effects on Spanish learners’ interlanguage pragmatic development
Bibliographic record
Abstract
Abstract Within the field of second language acquisition (SLA), we have witnessed a rise in research on task-based language teaching (TBLT) and its effects on L2 development ( Kim, 2015 ). However, few studies have examined how TBLT could facilitate the development of interlanguage pragmatics ( Taguchi & Kim, 2015 ), an issue which this volume aims to address. Moreover, whether task modality (i.e., oral versus written tasks) mediates development has yet to be investigated. The current study with learners of Spanish focused on the effects of using pedagogical tasks and on the manipulation of task modality on learners’ L2 pragmatic competence through the production of Spanish requests and speech act modifications. Two intermediate classes ( n = 25) of Spanish completed either an oral or written story completion task. Drawing on oral and written Discourse Completion Tests, we found that tasks positively impacted learners’ production of L2 requests. However, significant differences between modality groupings were not identified.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.007 |
| 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 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".