Effect of explicit instruction on implicature's interprétation in English-speaking learners of Spanish as a second language
DOI
https://doi.org/10.25267/Pragmalinguistica.2018.i26.19%20Info
Authors
- Gloria Macarena Toledo Vega (CL) Pontificia Universidad Católica de Chile
- Fernando Antonio Soto Celis
Abstract
This paper aims to determine first the effect of explicit instruction on the comprehension of implicatures in Spanish as a Second Language (SSL); second, whether there is a connection between learners’ grammatical accuracy and their ability to understand such implicatures; and third, if there is a type of implicature which proves more difficult/problematic to acquire. The sample was formed by 23 participants, learners of SSL. They were divided into 6 groups (3 experimental groups and 3 control groups) according to their competence level in Spanish. The 3 experimental groups participated in a 30- minute-long explicit instruction session about implicatures. Even though the statistics did not support the results, there was a slight improvement of the group with the highest competence level. This result is line with previous studies showing that highest level learners profit more from explicit instruction to interpret implicatures.
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