%0 Journal Article
%T Developing conceptual understanding of sarcasm in L2 English through explicit instruction
%A James P. Lantolf
%A Jiyun Kim
%J Language Teaching Research
%@ 1477-0954
%D 2018
%R 10.1177/1362168816675521
%X This article reports on a pedagogical project aimed at helping second language (L2) learners of English develop the ability to detect and appropriately interpret spoken sarcasm. The study used a pre- and posttest procedure to assess the development of learners¡¯ ability to both detect sarcasm and impute appropriate speaker intentions and attitudes conveyed through sarcastic utterances as result of a 10-week instructional program. The study also used interviews to gauge changes in learners¡¯ conceptual understanding of English sarcasm. Beyond improving learners¡¯ ability in the L2, a side effect of the project was that learners reported an enhanced awareness of the use and functions of sarcasm in their first language (L1), Korean
%K Explicit instruction
%K irony
%K L2 pragmatics
%K sarcasm
%K systemic theoretical instruction
%K Vygotskian sociocultural theory
%U https://journals.sagepub.com/doi/full/10.1177/1362168816675521