Jeremy W. Bachelor

Bio: Jeremy W. Bachelor is an academic researcher from Heartland Community College. The author has contributed to research in topics: Foreign language & Psychology. The author has an hindex of 2, co-authored 6 publications receiving 15 citations.

Conexión intrínseca entre la pragmática y la gramática

Abstract: Previous studies suggest that grammar is a prerequisite to Language 2 or second/foreign language (L2) pragmatic acquisition, although high grammatical competence does not guarantee high pragmatic competence. This study more extensively examines the correlation between these two competencies. In the year 2013 at a North American university, 29 Spanish students at the intermediate-high level took a grammar test and a pragmatic test. The pragmatic test assessed requests, invitations, refusals, and apologies in Spanish. In comparing the two, the results suggest a positive relationship between pragmatic and grammatical competencies. Therefore, this research supports previous studies showing that the grammatical competence of students of foreign languages is necessary for the development of pragmatic competence; however, it is not sufficient for it in and of itself.

Assessing L2 pragmatic proficiency using a live chat platform: a study on compliment sequences

Abstract: The objective of this study was to employ a new tool for assessing pragmatic proficiency (over performance) in L2 students and to determine if pragmatic lessons on compliment sequences had a positi...

Pragmatic instruction may not be necessary among heritage speakers of Spanish: A study on requests

Abstract: This paper studies the pragmatic competence of U.S. heritage speakers of Spanish in an attempt to determine (a) the degree of pragmatic transfer from English to Spanish experienced by heritage speakers when producing different types of requests in Spanish; and (b) how to best teach pragmatics to students of Spanish as a Heritage Language (SHL). Additionally, the study compared the differences and similarities between the development of the pragmatic competence in SHL students and in students of Spanish as a second language (L2). Oral and written discourse completion tasks were used to assess requests in Spanish HL/L2 pragmatics. The results indicate that the pragmatic interventions only helped the Spanish L2 group, and that the Spanish HL group was already aware of the pragmatic principles that regulate requests in Spanish. Furthermore, no cases of negative pragmatic transfer were found in the Spanish HL data, so the study concluded that there is no need to teach heritage students pragmatic norms.

A Comparison of Heritage Learners and L2 Learners of Spanish: A Study on Compliment Sequences in the Classroom

Abstract: The present study sought to evaluate the pragmatic competence of heritage learners of Spanish in regard to compliment sequences and the impact that pragmatic lessons would have on these students. To this end, pre and post tests to assess pragmatic recognition in regard to Spanish compliments were designed by the researchers and completed by the participants before and after a series of pragmatic interventions. Control and experimental groups were established in order to evaluate other potential variables involved. Additionally, the same lessons were implemented in two beginner L2 Spanish groups (one control and one experimental) as to determine whether or not the lessons were more suited for this demographic of students. Preliminary data suggest that the heritage groups of students already have high pragmatic competence in regard to compliments and that lessons do not have an impact on this type of learner. On the other hand, the beginner L2 Spanish students greatly benefited from the interventions and experienced statistically significant growth in the experimental group. The effect size was also calculated and found that the interventions had little to no impact on the heritage experimental group and a very large impact on the L2 experimental group. The conclusions of the study suggest that it may not be necessary to teach pragmatic norms to heritage language learners. Design, lessons, pedagogical interventions, and recommendations for future study are included.

La religión y su efecto motivante en el aula L2

Abstract: DOI: http://dx.doi.org/10.17227/01234870.42folios179.187 There are some L2 educators who say that motivation is the most important factor that influences student learning and the successful acquisition of a foreign language. As a result, a study regarding motivation in L2 students is crucial because it allows researchers to explore reasons for success (or failure) in learning a foreign language. A study of this nature also allows greater insight into the ways that different types of motivation can help teachers and students alike in energizing the process of learning a language, which can bring greater success to the pedagogical process. The present study suggests that religion is a motivating factor for many students. Students in the foreign language classroom who have religious goals may benefit from incorporating religious ideals and making connections with sacred texts. With these concepts in mind, instructors could design an L2 curriculum with religious tenets that implements the “Five Cs” of foreign language instruction. Teachers can engage their students in the larger questions of cultural and linguistic identity, ultimately pointing the students toward a consideration of their own identities. The result is a more successful L2 instruction, in addition to well-rounded students.

材料的真实性及真实性与外语学习的关系—— Authentic Materials and Authenticity in Foreign Language Learning的评介

Abstract: 本文就Alex Gilmore的Authentic Materials and Authenticity in Foreign Language Learning进行了评介。在简要回顾了真实性这个模糊的概念之后。文章就四个主要问题展开了讨论：真实材料与传统教科书之间的差距；英语作为一门世界性语言；真实性与学习动机；真实材料的难度和任务设计。通过分析，本文肯定了该文章内容的全面性和丰富性，同时也指出了一些不足及需要改进的地方。