Recent research on second or additional language (L2) pragmatics instruction in study abroad has incorporated the technique of encouraging students to gather data about pragmatics, for example, by asking members of the host country to complete questionnaires, practice using pragmatic features, or answer questions about pragmatics (e.g., Hernández, 2021; Mir, 2021). Such studies have reported positive learning outcomes of pedagogical interventions involving this technique but have not closely examined the nature of the talk about pragmatics among students and local people. The goal of this study is to examine talk about irony in Spanish elicited through an instructional activity carried out by study‐abroad students in Mexico and their Mexican interlocutors, focusing on the information that the latter provide. The findings revealed that Mexican interlocutors provided examples of irony, metapragmatic explanations, and corrective feedback but that there was considerable individual variation.

中文翻译：

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“那是一个好”：谈留学中的讽刺


最近关于出国留学中的第二语言或其他语言（L2）语用学教学的研究纳入了鼓励学生收集语用学数据的技术，例如，通过要求东道国成员完成调查问卷、练习使用语用特征或回答问题关于语用学（例如，Hernández，2021；Mir，2021）。此类研究报告了涉及这种技术的教学干预措施的积极学习成果，但没有仔细研究学生和当地人谈论语用学的本质。本研究的目的是考察墨西哥留学学生及其墨西哥对话者进行的教学活动引发的西班牙语讽刺谈话，重点关注后者提供的信息。研究结果显示，墨西哥对话者提供了讽刺、元语用解释和纠正反馈的例子，但存在相当大的个体差异。