Development of pragmatic competence among L2 learners

Abstract

Although compliments and compliment responses seem to play an important role in discourse of second language (L2) classrooms (Khaneshan & Bonyadi, 2016), the influence of virtual exchanges on enhancing the use of compliment responses remains unexplored. Twelve L2 learners of English from Poland met in groups for six weeks, via video conferencing, with Teaching English to Speakers of Other Languages (TESOL) teacher candidates from a university in the USA. During online sessions, the L2 learners’ primary focus was on discussion in English regarding assigned TED Talks. Data analysis consisted of statistical analyses using SPSS on Likert-scale questions while open-ended responses were coded using NVivo 12 into researcher-created categories. In addition, transcripts were analyzed. It is evident from this study that L2 learners have opportunities to utilize virtual exchange to develop L2 pragmatic awareness related to compliment responses.