Littérature scientifique sur le sujet « L2 pragmatic »
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Articles de revues sur le sujet "L2 pragmatic"
Liu, Qing. « L2 Pragmatic Competence in Chinese Secondary Schools - Teaching Approaches, Teaching Materials, and Classroom-Based Assessment ». Asian Education Studies 4, no 1 (25 avril 2019) : 22. http://dx.doi.org/10.20849/aes.v4i1.604.
Texte intégralGonzález-Lloret, Marta. « Technology and L2 Pragmatics Learning ». Annual Review of Applied Linguistics 39 (mars 2019) : 113–27. http://dx.doi.org/10.1017/s0267190519000047.
Texte intégralFernández Amaya, Lucía. « Teaching culture : is it possible to avoid pragmatic failure ? » Revista Alicantina de Estudios Ingleses, no 21 (15 novembre 2008) : 11. http://dx.doi.org/10.14198/raei.2008.21.02.
Texte intégralKasper, Gabriele. « Introduction : Interlanguage Pragmatics in SLA ». Studies in Second Language Acquisition 18, no 2 (juin 1996) : 145–48. http://dx.doi.org/10.1017/s0272263100014856.
Texte intégralLang, Jun. « What impacts L2 Chinese pragmatic competence in the study abroad context ? » Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 54, no 3 (31 décembre 2019) : 191–220. http://dx.doi.org/10.1075/csl.18001.lan.
Texte intégralXiao, Feng. « Proficiency effect on L2 pragmatic competence ». Studies in Second Language Learning and Teaching 5, no 4 (10 décembre 2015) : 557–81. http://dx.doi.org/10.14746/sllt.2015.5.4.3.
Texte intégralKato-Yoshioka, Akiko. « Machiko Achiba, Learning to request in a second language : A study of child interlanguage pragmatics. Clevedon, UK : Multilingual Matters, 2003. Pp. xii, 223. HB £42.95/US $69.95/Can $99.95. » Language in Society 33, no 5 (novembre 2004) : 780–83. http://dx.doi.org/10.1017/s0047404504245055.
Texte intégralWyner, Lauren, et Andrew D. Cohen. « Second language pragmatic ability : Individual differences according to environment ». Studies in Second Language Learning and Teaching 5, no 4 (10 décembre 2015) : 519–56. http://dx.doi.org/10.14746/ssllt.2015.5.4.2.
Texte intégralTimpe-Laughlin, Veronika. « Adult learners’ acquisitional patterns in L2 pragmatics : What do we know ? » Applied Linguistics Review 8, no 1 (1 mars 2017) : 101–29. http://dx.doi.org/10.1515/applirev-2015-2005.
Texte intégralGomez-Laich, Maria Pia. « Second language learners’ divergence from target language pragmatic norms ». Studies in Second Language Learning and Teaching 6, no 2 (30 juin 2016) : 249–69. http://dx.doi.org/10.14746/ssllt.2016.6.2.4.
Texte intégralThèses sur le sujet "L2 pragmatic"
Rose, Marda C. « Pragmatic development of L2 Spanish proposals in planning talk ». Thesis, Indiana University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599236.
Texte intégralThis study examines proposals made during planning talk—a speech act that has received little attention in previous literature—to determine the applicability of the stages of second language (L2) pragmatic development posited by Kasper and Rose (2002). Although Kasper and Rose suggest that formulas play a prominent role in L2 pragmatic development, few studies have considered the applicability of their stages to a non-formulaic speech act. The current study investigated proposal production in the planning talk of 69 participants: 46 learners of Spanish enrolled at five levels of instruction in a seven-week Spanish immersion program, 12 native Spanish speaking instructors in the same program, and 11 native English speaking undergraduate students at the same institution enrolled during the academic year. The L2 learners worked in groups of two or three as they planned three different role-plays during the seventh week of instruction. The native speakers met with the researcher in groups of two or three to complete the same role-plays in their first language (L1). A total of 1809 proposals and 351 supporting moves were produced in approximately four hours of planning talk. Analysis of transcriptions focused on the realization of the head-act strategies, deictic centering, internal and external modification, and the influence of the conversational context on the production of proposals. Results of this cross-sectional analysis suggest that learners do not pass through a formulaic stage when producing proposals in planning talk. The results also suggest that the learners' production of proposals exhibits a u-shaped curve as they adhere to L1 English norms at intermediate levels of proficiency before reflecting L1 Spanish norms at more advanced levels of instruction. L1 English influence was observed in the level of directness of the head-act strategies, the use of deictic centering, internal and external modification, and the influence of the conversational context. Results point to a new framework involving three universal stages of L2 pragmatic development in which L1 influence and pragmatic expansion are more salient.
Ren, Wei. « The effect of study abroad on L2 pragmatic development : a longitudinal investigation ». Thesis, University of Bristol, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551306.
Texte intégralAlgi, Sedef. « Hedges And Boosters In L1 And L2 Argumentative Paragraphs:implications For Teaching L2 Academic Writing ». Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614579/index.pdf.
Texte intégralTrubnikova, Victoriya. « La pragmatica dell'italiano L2 : analisi teorica e modelli operativi per apprendenti russofoni ». Doctoral thesis, Università degli studi di Padova, 2018. http://hdl.handle.net/11577/3421813.
Texte intégralLa ricerca per la tesi di dottorato si colloca nell'ambito della pragmatica transculturale e intelinguistica e si prefigge il duplice scopo di analizzare la realizzazione di cinque atti linguistici di richiesta, risposta al complimento, protesta, scusa e ringraziamento e di fornire i modelli operativi d'insegnamento per apprendenti russofoni. La tesi si articola in due parti, di cui la prima indaga il repertorio pragmalinguistico degli atti linguistici, e la seconda getta le basi per future pratiche d'insegnamento. I partecipanti allo studio sono rappresentati dai tre gruppi di parlanti, ovvero i parlanti nativi italiani, parlanti nativi russi e parlanti non nativi russofoni apprendenti d'italiano L2. I dati sono stati ricevuti grazie alla compilazione del questionario scritto Discourse Completion Task che specifica 30 situazioni comunicative per la sollecitazione degli atti linguistici. In totale sono state analizzate 900 risposte degli informatori in una prospettiva transculturale e interlinguistica applicando la teoria degli atti linguistici e gli studi sulla cortesia. In tal modo è risultato possibile raccogliere il repertorio delle strategie per la realizzazione degli atti linguistici, analizzare la loro frequenza e formulazione in chiave contrastiva transculturale e infine individuare le caratteristiche dell'interlingua dal punto di vista pragmatico. La seconda parte del lavoro si pone l'obiettivo di ipotizzare un percorso d'insegnamento che serva a migliorare la competenza pragmatica degli apprendenti russofoni e illustra i risultati di una sperimentazione svolta in una classe di apprendenti russofoni. Questo lavoro permette di conciliare la ricerca fenomenologica con le proposte in campo glottodidattico auspicando di potenziare l'insegnamento d'italiano L2.
Li, Citing, et 李茨婷. « Chinese EFL learners' pragmatic and discourse transfer in the discourse of L2 requests ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43085763.
Texte intégralYang, He. « Investigating L2 pragmatic competence and its relationship to motivation in an EFL context ». Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=239399.
Texte intégralLi, Citing. « Chinese EFL learners' pragmatic and discourse transfer in the discourse of L2 requests ». Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43085763.
Texte intégralShelton, Abigail Leigh. « Japanese native perceptions of the facial expressions of American learners of L2 Japanese in specified contexts ». The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543450226217818.
Texte intégralTheron, Janina. « Pragmatic assessment of schizophrenic bilinguals' L1 and L2 use : a comparison of three assessment tools ». Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1783.
Texte intégralENGLISH ABSTRACT: The term "schizophrenia" refers to a psychiatric condition which affects an individual's thought and speech (Eaton and Chen 2006). The verbal expression of schizophrenics can therefore be used as a tool for insight into the nature of schizophrenia as well as the cognitive processes of schizophrenics (Wróbel 1990:1). This thesis reports on a comparative evaluation of three pragmatic assessment tools, namely the Pragmatic Protocol (Prutting and Kirchner 1987), the Profile of Communicative Appropriateness (Penn 1985), and the Framework for Assessing (Children's) Conversational Skills (Rumble 1988), in order to establish which of these tools is most suitable for assessing the first language (L1) and second language (L2) pragmatic abilities of late bilingual schizophrenics. Four late bilingual schizophrenic patients participated in this study. A thirty minute informal interview was conducted with each of the participants in both their L1 and L2 and the speech samples were transcribed and then analysed by means of each of the pragmatic assessment tools. A careful examination of the results yielded by the three assessment tools, showed, firstly, that when presenting the results of a pragmatic assessment of schizophrenic speech, it is crucial that both quantitative and qualitative information be included: if the latter is excluded, a significant amount of information is hidden from the clinicians and/or linguists doing the assessment, as well as the people to whom they report their findings. Secondly, with respect to the characteristics of schizophrenic speech, the three instruments used in this study show that whereas most of the aspects of schizophrenics' linguistic abilities seem intact, their pragmatic skills are definitely impaired. Thirdly, regarding differential symptomatology in bilingual schizophrenics, this study concludes that none of the three assessment tools contributes to a better understanding of this phenomenon, and that, in fact, it is highly unlikely that any pragmatic assessment tool would be able to capture this phenomenon. Finally, it is recommended that clinicians assess bilingual patients in both languages, whenever possible, in order to determine the full range of symptoms experienced by the patient, to gain a better indication of the severity of the illness and to track the progress of the illness.
AFRIKAANS OPSOMMING: Die term "skisofrenie" verwys na 'n psigiatriese toestand wat 'n individu se denkprosesse en spraak beïnvloed (Eaton en Chen 2006). Die verbale uitinge van skisofrene kan dus gebruik word om insig oor die aard van skisofrenie, sowel as die kognitiewe prosesse van skisofrene, te verkry (Wróbel 1990:1). Hierdie tesis lewer verslag oor 'n vergelykende evaluering van drie pragmatiese assesseringsinstrumente, naamlik die "Pragmatic Protocol" (Prutting en Kirchner 1987), die "Profile of Communicative Appropriateness" (Penn 1985), en die "Framework for Assessing (Children's) Conversational Skills" (Rumble 1988), om sodoende vas te stel watter een van hierdie drie die mees gepaste instrument is vir die assessering van tweetalige skisofrene se pragmatiese vaardighede in hul eerstetaal (T1) en tweedetaal (T2), spesifiek in gevalle waar die T2 later (d.w.s. nie binne die eerste sewe lewensjare nie) verwerf is. Vier sulke tweetalige skisofrene het deelgeneem aan die studie. Daar is met elkeen van die deelnemers 'n informele onderhoud gevoer vir 30 minute in hul T1, gevolg deur 30 minute in hul T2. Die onderhoude is getranskribeer en daarna geanaliseer deur middel van elk van die drie assesseringsinstrumente. 'n Noukeurige ondersoek en vergelyking van die resultate van die drie instrumente het eerstens getoon dat dit belangrik is om die resultate van 'n pragmatiese analise van skisofreniese spraak op beide 'n kwantitatiewe en kwalitatiewe wyse aan te bied: wanneer kwalitatiewe inligting weggelaat word, bly 'n betekenisvolle hoeveelheid van die informasie verborge vir die klinici en/of taalwetenskaplikes wat die assessering doen, asook die mense aan wie hulle hulle bevindinge rapporteer. Tweedens, met betrekking tot die eienskappe van skisofreniese spraak, wys die drie instrumente wat in hierdie studie gebruik is dat alhoewel meeste aspekte van skisofrene se taalvaardighede ongeskonde is, hulle pragmatiese vaardighede ooglopend aangetas is. Derdens, rakende differensiële simptomatologie in tweetalige skisofrene kom hierdie studie tot die gevolgtrekking dat geen van die drie instrumente bydra tot 'n beter begrip van hierdie verskynsel nie, en dat dit selfs hoogs onwaarskynlik is dat enige pragmatiese assesseringsinstrument hierdie verskynsel sou kon vaslê. Uiteindelik word daar aanbeveel dat klinici, wanneer dit ookal moontlik is, tweetalige pasiënte in beide tale behoort te assesseer om sodoende die volledige reeks van simptome wat 'n pasiënt ervaar vas te stel, om 'n beter aanduiding te bekom oor die erns van die siekte, en om die progressie van die siekte te volg.
Tsylina, Marina. « Perception of pragmatic appropriateness of Russian Imperatives : The Case of L2 Learners and Heritage Learners of Russian ». Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20492.
Texte intégralLivres sur le sujet "L2 pragmatic"
Wang, Yuqi. L2 Pragmatic Competence in Chinese EFL Routines. Singapore : Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6352-0.
Texte intégralYang, He. Language Learning Motivation and L2 Pragmatic Competence. Singapore : Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7.
Texte intégralJiang, Dan. L2 Mandarin Chinese learners' pragmatic development in making refusals : The roles of instruction and the study abroad context. [Great Britain] : SOAS, University of London, 2015.
Trouver le texte intégralDumitrescu, Domnita, et Patricia Lorena Andueza, dir. L2 Spanish Pragmatics. First edition. | New York : Routledge, 2018. : Routledge, 2018. http://dx.doi.org/10.4324/9781315276182.
Texte intégralSociocultural theory and L2 instructional pragmatics. Bristol, UK : Multilingual Matters, 2014.
Trouver le texte intégralLearning to give and respond to peer-feedback in the L2 : The case of EFL criticisms and responses to criticism. Muenchen [i.e., München] : Lincom Europa, 2007.
Trouver le texte intégralPhyllisienne, Gauci, dir. Insegnare la pragmatica in italiano L2 : Recenti ricerche nella prospettiva della teoria degli atti linguistici. Roma : Carocci, 2012.
Trouver le texte intégralRen, Wei. L2 Pragmatic Development in Study Abroad Contexts. Lang AG International Academic Publishers, Peter, 2015.
Trouver le texte intégralWang, Yuqi. L2 Pragmatic Competence in Chinese EFL Routines. Springer, 2022.
Trouver le texte intégralRen, Wei. L2 Pragmatic Development in Study Abroad Contexts. Lang AG International Academic Publishers, Peter, 2015.
Trouver le texte intégralChapitres de livres sur le sujet "L2 pragmatic"
Fuentes-Rodríguez, Catalina. « Teaching L2 Spanish Discourse Markers and Pragmatic Markers ». Dans L2 Spanish Pragmatics, 108–28. First edition. | New York : Routledge, 2018. : Routledge, 2018. http://dx.doi.org/10.4324/9781315276182-7.
Texte intégralYang, He. « L2 Motivation and Pragmatic Comprehension ». Dans Language Learning Motivation and L2 Pragmatic Competence, 123–48. Singapore : Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7_6.
Texte intégralYang, He. « L2 Motivation and Pragmatic Production ». Dans Language Learning Motivation and L2 Pragmatic Competence, 149–82. Singapore : Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7_7.
Texte intégralYang, He. « L2 Motivation and Pragmatic Awareness ». Dans Language Learning Motivation and L2 Pragmatic Competence, 101–22. Singapore : Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7_5.
Texte intégralSessarego, Cecilia. « Developing L2 Spanish Discursive-Pragmatic Ability in a Persuasive Genre at an Intermediate Level ». Dans L2 Spanish Pragmatics, 151–68. First edition. | New York : Routledge, 2018. : Routledge, 2018. http://dx.doi.org/10.4324/9781315276182-9.
Texte intégralHan, Jinghe. « Pragmatic Transfer : Reflecting on the Use of EMI Lecturers’ Pragmatic Markers ». Dans SpringerBriefs in Education, 83–97. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_6.
Texte intégralDewaele, Jean-Marc. « Context and L2 Users’ Pragmatic Development ». Dans Language Learning and Teaching as Social Inter-Action, 163–82. London : Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230591240_11.
Texte intégralUpadhyay, Ramanjaney K. « Locating Languaging in Socio-Pragmatic Variables ». Dans Heterogeneous Learning Environment and Languaging in L2, 51–147. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3903-9_4.
Texte intégralVidal, Carmen Pérez, et Rachel L. Shively. « L2 Pragmatic Development in Study Abroad Settings ». Dans The Routledge Handbook of Second Language Acquisition and Pragmatics, 355–71. London : New York, NY : Routledge, 2019. | : Routledge, 2019. http://dx.doi.org/10.4324/9781351164085-23.
Texte intégralYang, He. « Literature Review ». Dans Language Learning Motivation and L2 Pragmatic Competence, 9–54. Singapore : Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7_2.
Texte intégralActes de conférences sur le sujet "L2 pragmatic"
Yang, He. « An Experimental Study of L2 Pragmatic Development in the EFL Classroom ». Dans 2016 International Conference on Education, E-learning and Management Technology. Paris, France : Atlantis Press, 2016. http://dx.doi.org/10.2991/iceemt-16.2016.40.
Texte intégralGriswold, Tarin. « Contrasting Pragmatic Elements of L2 Japanese and L2 English Learning : A Closer Look at Refusals and Indirect Opinions ». Dans – The Asian Conference on Language 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2435-7030.2020.4.
Texte intégralTimpe-Laughlin, Veronika, Keelan Evanini, Ashley Green, Ian Blood, Judit Dombi et Vikram Ramanarayanan. « Designing interactive, automated dialogues for L2 pragmatics learning ». Dans SEMDIAL 2017 (SaarDial) Workshop on the Semantics and Pragmatics of Dialogue. ISCA : ISCA, 2017. http://dx.doi.org/10.21437/semdial.2017-13.
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