The impact of predeparture instruction on pragmatic development during study abroad
Bibliographic record
Abstract
Abstract This study investigates the impact of a predeparture intervention on developing pragmatic knowledge in a study abroad context. The study included 66 university-level Japanese learners of English who participated in a four-month study abroad program in Canada. The intervention consisted of the implicit-inductive, explicit-deductive, and explicit-inductive methods of instruction on speech acts. Pragmatic development was measured by gain scores on a written a discourse completion test requiring realization of apologies. Results of the analysis of covariance, controlling for levels of English proficiency, revealed that the explicitly taught groups had significantly larger gains in pragmatic knowledge than the implicitly taught group, and that when comparing the deductive and inductive approaches in the explicit instruction, the two groups did not differ significantly. Follow-up interviews using extreme-case sampling revealed that the metacognitive strategies they had acquired at the predeparture stage contributed to the gains. Implications for maximizing pragmatic development during study abroad are discussed.
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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".