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The findings support using MVL to foster pragmatic and intercultural skills for future encounters with native speakers, and discuss pedagogical integration of authentic input.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teaching-pragmatics-with-the-mi-vida-loca-video-program-abstract/600902/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teaching-pragmatics-with-the-mi-vida-loca-video-program-abstract/600902.png","ImageObject",300,407,{"name":42,"@type":43},"mieayamfan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the purpose of the study using Mi Vida Loca?","Question",{"text":62,"@type":63},"The study explores whether an interactive video program can help Spanish second-language learners improve intercultural competence through pragmatic training.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was learning progress measured?",{"text":67,"@type":63},"A discourse completion task measured students’ pragmatic performance in Spanish-appropriate situations.",{"name":69,"@type":60,"acceptedAnswer":70},"What did the study find about the experimental and control groups?",{"text":71,"@type":63},"Students who watched MVL significantly improved in targeted tasks such as ordering food and giving directions, while the control group did not show similar improvement.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},600902,1792626765,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","6  \nTeaching Pragmatics with theMi Vida Loca Video Program  \nInmaculada Gómez Soler  \nUniversity of Memphis  \nErrol M. O’Neill  \nUniversity of Memphis  \nAbstract  \nThis exploratory study examines the potentially beneficial role of utilizing an interactive video program (BBC’s Mi Vida Loca) in aiding second language learners of Spanish to enhance intercultural competence via pragmatic training. The results of a discourse completion task shows that students who watched MVL significantly improved their performance in a series of tasks that are appropriate for a Spanish context such as orderingfood, giving directions, etc., while the control group did not. Based on our findings, we believe that MVL is a tool that would lend itself readily towards fostering their intercultural and pragmatic competence to help students prepare for future encounters with native speakers of Spanish in the U.S. and abroad. Pedagogical implications on the integration of pragmatic training with authentic native speaker input are discussed. Keywords: Mi Vida Loca, pragmatic competence, speech acts, videos, discourse completion task  \nBackground  \nMany institutions of higher learning have stated that one of their main goals is to turn students into interculturally competent citizens in order to help them address the challenges of an increasingly global society. This trend is evidenced in the mission statements of many universities across the country. For instance, the authors’own institution, the University of Memphis, highlights as one of its core objectives“to address the challenges of our global society”(University of Memphis Strategic Plan: Defining our Future, 2015) . The trend is also reflected in the World-readiness Standards for Learning Languages (National Standards Collaborative Board, 2015), which state that learners should be able to communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world. There are many efforts in which universities engage to help students develop this type of competence (i.e., the ability to function in an intercultural and international community, which includes being able to communicate and act ap-  \n104 Dimension 2016  \npropriately in accordance with other cultures’ practices and unique world views) . In particular, we believe language departments can play a key role in shaping students’awareness of others, not only in terms of language, but more importantly in terms of developing an understanding of the issues that emerge at the interface between language and culture. One of the main challenges we face as foreign language educators is to prepare learners to successfully navigate daily encounters once immersed in the target culture. For some students, this could partially have to do with low proficiency and a lack of mastery of the linguistic tools necessary to function in a conversation with native speakers (e.g., DeKeyser, 2010) . However, in our view, part of this failure to carry on conversations in a natural way can also be attributed to their lack of awareness of pragmatic strategies in the L2; that is, their inability to communicate in a way that is culturally appropriate or relevant, thus falling short of the national readiness standards.  \nThis problem has been attributed in part to two factors. First, there is a mismatch between the dialogues that students are presented in the classroom, which is where our study takes place, and the way conversations take place in real life (Bardovi-Harlig, et al., 1991; Myers-Scotton & Bernstein, 1988) particularly due to inadequate teaching materials (Vellenga, 2004; Wong, 2002). Second, pragmatic training tends to happen during study abroad but we feel that not enough emphasis is put on pragmatics before students encounter native speakers. There is a breadth of research that shows that studying abroad has beneficial effects for the development of pragmatic competence (e.g., Bardovi-Harlig & Bastos, 2011","cbCaifXMZApttJVt","https://ap.wps.com/l/cbCaifXMZApttJVt","pdf",296548,25,"English","# Abstract\n## Background\n## Literature Review\n## Pragmatics and Second Language Learning","[{\"question\":\"What is the purpose of the study using Mi Vida Loca?\",\"answer\":\"The study explores whether an interactive video program can help Spanish second-language learners improve intercultural competence through pragmatic training.\"},{\"question\":\"How was learning progress measured?\",\"answer\":\"A discourse completion task measured students’ pragmatic performance in Spanish-appropriate situations.\"},{\"question\":\"What did the study find about the experimental and control groups?\",\"answer\":\"Students who watched MVL significantly improved in targeted tasks such as ordering food and giving directions, while the control group did not show similar improvement.\"}]","Teaching Pragmatics with theMi Vida Loca Video Program - Abstract | PDF",1792091604,63]