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- W3188517095 abstract "As language acquisition research supports the value of the interactive scaffolded environment and awareness-raising communicative tasks for the development of pragmatic knowledge, the present study attempted to investigate the effect of Collaborative Translation Task (CTT) on learning and retention of request speech act strategies. The main objective of the study was to determine whether collaborative translation tasks, either from or to the target language, presented in a supportive expert-novice environment, might lead to more efficient learning and retention of pragmatic knowledge. For this purpose, an experimental study was designed with four experimental groups and one control group, receiving different types of treatment including CTTs, and structured input with and without explicit instruction. Three equivalent forms of discourse completion tasks (DCT) were given to 150 low-intermediate participants as a pre-test, a post-test and a two-month follow-up delayed post-test. The results of the study indicated that CTTs appeared to have enabled noticing and deeper processing of both pragmalinguistic and sociopragmatic knowledge and resulted in improved learning and retention of pragmatic knowledge. The results also provide positive evidence for House's (2008 House, J. 2008. Using translation to improve pragmatic competence. In Investigating Pragmatics in Foreign Language Learning and Teaching, eds. E. Alcon, and A. Martinez-Flor, 135–153. Bristol: Multilingual Matters.[Crossref] , [Google Scholar]) hypothesis that translation has the potential to raise pragmatic and cross-cultural awareness." @default.
- W3188517095 created "2021-08-16" @default.
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- W3188517095 date "2021-08-09" @default.
- W3188517095 modified "2023-09-27" @default.
- W3188517095 title "The effect of a collaborative translation task on the learning and retention of pragmatic knowledge" @default.
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- W3188517095 doi "https://doi.org/10.1080/09571736.2021.1957989" @default.
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