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Добірка наукової літератури з теми "L2 pragmatic"

Автор: Grafiati

Опубліковано: 11 березня 2023

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Статті в журналах з теми "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 (April 25, 2019): 22. http://dx.doi.org/10.20849/aes.v4i1.604.

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English as a L2 (second language) is compulsory in many countries’ education. However, the pragmatic competence is far less developed, compared with the grammatical competence. This situation leads to a fact that many students are confident in grammar-oriented tests, but afraid of starting a conversation. Or, in many cases, the students may bewilder the native speakers. This paper concerns the teachability of L2 (Second Language) pragmatic competence in Chinese secondary schools. It starts with a relatively comprehensive introduction of some very basic concepts, including pragmatics, pragmatic competence, and ILP (interlanguage pragmatics). Next, the necessity of consciously learning of L2 pragmatic competence is discussed within the specific context, as well as its teachability. After that, challenges of L2 pragmatic competence teaching are raised from three aspects: 1) challenges for teachers in the teaching process; 2) lack of authentic L2 pragmatic input; and 3) the testing and assessment of L2 pragmatic competence. Finally, feasible ways to facilitate the teaching application of L2 pragmatic competence are proposed.

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González-Lloret, Marta. "Technology and L2 Pragmatics Learning." Annual Review of Applied Linguistics 39 (March 2019): 113–27. http://dx.doi.org/10.1017/s0267190519000047.

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AbstractThe field of technology and language learning, also known as CALL (computer-assisted language learning), is now a robust area of study informed by research and practice in the fields of language education, computer science, psychology, sociology, cognitive science, cultural studies, and, most of all, applied linguistics and second language acquisition (SLA). As with any other large field of study, some subareas have become the focus of study, often influenced by advances and research in applied linguistics, while others remain to be explored further; among these is the area of technology-mediated second/foreign language (L2) pragmatics, also known as interlanguage pragmatics. The lack of research in this area is puzzling if one considers that pragmatic competence is one of the essential components of communicative competence and that most of the technologies today exist in the service of communication. This article reviews the efforts so far to explore the connections between interlanguage pragmatics and a variety of technologies and innovations, as well as existing resources to bring L2 pragmatic teaching into the language classroom. It then suggests unexplored areas where technology could be used to aid the development of pragmatic competence and where pragmatic theory can inform SLA research.

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Fernández Amaya, Lucía. "Teaching culture: is it possible to avoid pragmatic failure?" Revista Alicantina de Estudios Ingleses, no. 21 (November 15, 2008): 11. http://dx.doi.org/10.14198/raei.2008.21.02.

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The main purpose of learning a second language is communication. Nevertheless, many students are surprised when they realise that, in spite of having a perfect dominion of the L2 grammar rules, they have difficulties at interpersonal level when establishing a conversation with native speakers. Thus, pragmatics constitutes a fundamental element of language ability for L2 learners. However, L2 teachers often overlook pragmatics, due to the difficulty of its teaching, and instead focus on the grammatical aspects of language. The resulting lack of pragmatic competence on the part of L2 students can lead to pragmatic failure and, more importantly, to a complete communication breakdown. In this paper, several examples are used to illustrate how pragmatic failures affect the interpretation of messages and sometimes block communication completely, thus defeating the principal purpose of L2 acquisition. Finally, guidance is provided to encourage teachers to incorporate the necessary pragmatic and cultural aspects of L2 learning into their lessons in order to prevent students from making these types of mistakes.

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Kasper, Gabriele. "Introduction: Interlanguage Pragmatics in SLA." Studies in Second Language Acquisition 18, no. 2 (June 1996): 145–48. http://dx.doi.org/10.1017/s0272263100014856.

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Interlanguage pragmatics—the study of nonnative speakers' use and acquisition of L2 pragmatic knowledge—has hovered on the fringes of SLA research thus far. In theories of 12 acquisition, pragmatics may figure as a constraint on syntactic knowledge, for instance, but pragmatics is not usually recognized as a knowledge component whose development deserves theoretical consideration in its own right. There is thus a tension between SLA as a theoretical (in the sense of “nonapplied”) discipline and the theory and practice of second or foreign language pedagogy. In theories of communicative competence in L2 teaching and testing, pragmatic competence figures prominently (e.g., Bachman, 1990). Curricula and materials for L2 teaching developed in recent years include strong pragmatic components or even adopt a pragmatic approach as their organizing principle.

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Lang, 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 (December 31, 2019): 191–220. http://dx.doi.org/10.1075/csl.18001.lan.

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Abstract This paper reviews current literature on contributions of the study abroad context to second language (L2) Chinese pragmatics and discusses the future prospects of this rapidly growing research area. By synthesizing sixteen empirical studies on pragmatic competence in L2 Chinese in the study-abroad context, this paper answers one question: What impacts L2 Chinese pragmatic competence in the study abroad (SA) context? The findings show that the SA effect on L2 Chinese pragmatic development is mediated by seven factors including general proficiency, pre-program pragmatic competence, language exposure, intercultural competence, learner agency, linguistic affordance, and learner language and cultural background. Based on the research synthesis, this paper suggests future research directions regarding target pragmatic features, measurements, pragmatic competence in writing, and learner factors mediating study-abroad effect from a dynamic-system perspective.

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Xiao, Feng. "Proficiency effect on L2 pragmatic competence." Studies in Second Language Learning and Teaching 5, no. 4 (December 10, 2015): 557–81. http://dx.doi.org/10.14746/sllt.2015.5.4.3.

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This paper synthesizes cross-sectional studies of the effect of proficiency on second language (L2) pragmatics to answer the synthesis question: Does proficiency affect adult learners’ pragmatic competence? Findings have revealed an overall positive proficiency effect on pragmatic competence, and in most cases higher proficiency learners have higher pragmatic competence. However, increased proficiency does not guarantee a native-like pragmatic performance because proficiency effect varies depending on the nature of target pragmatic features such as types of speech acts (degrees of directness and conventionality) (e.g., Cook & Liddicoat, 2002; Félix-Brasdefer, 2007), modalities of pragmatic performance (comprehension and production) (e.g., Bradovi-Harlig, 2008, 2009), social variables involved in task situations, such as social status (e.g., Allami & Naeimi, 2011), social distance (e.g., Maeshiba, Yoshinaga, Kasper, & Ross, 1996), and power relationship (e.g., Al-Gahtani & Roever, 2012). Moreover, proficiency effect is mediated by contextual variables such as length of stay in the target language community (e.g., Shardakova, 2005; Taguchi, 2011, 2013; Xu, Case, & Wang, 2009).

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Kato-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 (November 2004): 780–83. http://dx.doi.org/10.1017/s0047404504245055.

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The question of “how second languages are learned” (Gass & Selinker 1994:1) is central to second language acquisition (SLA) research; however, although a number of longitudinal studies have been carried out examining second language (L2) grammatical development, very little attention has been devoted to L2 learners' development of pragmatic competence over time. As Achiba points out, the majority of previous studies on L2 (or interlanguage) pragmatics have observed the single-moment pragmatic realization of a group of L2 learners with similar proficiency levels and compared it with that of native speakers or L2 learners with different proficiency levels or first language (L1) backgrounds. The current paucity of knowledge regarding the developmental aspect of L2 pragmatic competence has led to calls for detailed longitudinal interlanguage pragmatic studies (cf. Kasper & Schmidt 1996, Kasper & Rose 1999). Achiba's study, which carefully observes the pragmatic development in English requestive realization of a seven-year-old Japanese girl over a period of 17 months, certainly meets these essential needs.

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Wyner, Lauren, and Andrew D. Cohen. "Second language pragmatic ability: Individual differences according to environment." Studies in Second Language Learning and Teaching 5, no. 4 (December 10, 2015): 519–56. http://dx.doi.org/10.14746/ssllt.2015.5.4.2.

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The aims of this paper are to review research literature on the role that the second language (L2) and foreign language (FL) environments actually play in the development of learners’ target language (TL) pragmatic ability, and also to speculate as to the extent to which individual factors can offset the advantages that learners may have by being in the L2 context while they are learning. The paper starts by defining pragmatics and by problematizing this definition. Then, attention is given to research literature dealing with the learning of pragmatics in an L2 context compared to an FL context. Next, studies on the role of pragmatic transfer are considered, with subsequent attention given to the literature on the incidence of pragmatic transfer in FL as opposed to L2 contexts. Finally, selected studies on the role of motivation in the development of pragmatic ability are examined. In the discussion section, a number of pedagogical suggestions are offered: the inclusion of pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native-speaker norms. Suggestions as to further research in the field are also offered.

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Timpe-Laughlin, Veronika. "Adult learners’ acquisitional patterns in L2 pragmatics: What do we know?" Applied Linguistics Review 8, no. 1 (March 1, 2017): 101–29. http://dx.doi.org/10.1515/applirev-2015-2005.

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AbstractLanguage pedagogy designers are faced with the challenge of engineering learning experiences that are in harmony with how second and foreign languages (L2s) are developed. In the field of L2 pragmatics learning and teaching, this challenge has sparked a considerable amount of research on instructional methods, facilitative interventions, and input enhancements. To a lesser degree, researchers have also investigated L2 pragmatic learning progressions that might inform L2 instruction. This review paper canvasses empirical research into the acquisitional sequences of interlanguage pragmatics (ILP) in adult L2 learners conducted after 2002, the year in which Kasper and Rose’s seminal book, Pragmatic Development in a Second Language, was published. The paper synthesizes the findings of 16 systematically identified empirical studies. Based on this synthesis of findings, new insights and tendencies in L2 pragmatic development are discussed, and areas in need of further research are identified.

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Gomez-Laich, Maria Pia. "Second language learners’ divergence from target language pragmatic norms." Studies in Second Language Learning and Teaching 6, no. 2 (June 30, 2016): 249–69. http://dx.doi.org/10.14746/ssllt.2016.6.2.4.

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Pragmatic competence is an indispensable aspect of language ability in order for second and foreign language (L2/FL) learners to understand and be understood in their interactions with both native and nonnative speakers of the target language. Without a proper understanding of the pragmatic rules in the target language, learners may run the risk of coming across as insensitive and rude. Several researchers (Bardovi-Harlig, 2001; Kasper & Rose, 2002) suggest that L2 pragmatics not only can be taught in the L2/FL classroom, but, more importantly, that explicit approaches that involve direct explanation of target pragmatic features are beneficial for learning pragmatics. Just as native speakers of a language acquire a “set of dispositions to act in certain ways, which generates cognitive and bodily practices in the individual” (Watts, 2003, p. 149), instructors can help learners to become aware of the pragmatic features that characterize the target language. Although the importance of explicit teaching of pragmatics is well recognized in the literature, learning norms and rules of pragmatics largely depends on learners’ subjectivity. Learners’ convergence or divergence from the L2 pragmatic norms, both consciously and out of awareness, sometimes depends on whether these norms fit their image of self and their L1 cultural identity. Since identity-related conflict can have significant consequences for the acquisition of second language pragmatics, failing to consider the centrality of learners’ identities will produce an inadequate understanding of SLA. This paper synthesizes studies that document the reasons why learners opt to remain foreign by resisting certain L2 practic-es. The following synthesis question was proposed: Why do language learners resist the pragmatic norms of the target language?

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Більше джерел

Дисертації з теми "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.

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This 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.

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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.

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The present study investigates the effect of study abroad on Chinese learners' L2 pragmatic development longitudinally. Using the Multimedia Elicitation Task (MET) and the Appropriateness Judgment Task (AJT), the study collected data from 20 Chinese graduate students studying abroad (SA) and 20 Chinese graduate students studying at home (A H) at three different points during one academic-year. The SA students also completed a retrospective verbal report (RVR) in each phase of the data collection. Overall the study has evidenced the complexity in the effect of study abroad on learners' L2 pragmatic development. The results revealed that study abroad did not affect the overall frequency of learners' choice of opt-outs, nor did it significantly influence their overall frequency of refusal modifications. However, study abroad did have an impact on the repertoire of pragmatic strategies among the SA students, although the same developmental trend was also observed in the AH students' refusals. Furthermore, a significant decrease in the overall frequency of refusal strategies was only observed in the SA students' data between Phase 2 and Phase 3. This study documented that study abroad did not affect the SA students' overall ratings in the AJT. However, analyses of the SA students' RVR evidenced that their noticing of pragmatic infelicities developed significantly during their study abroad, indicating a positive influence of study abroad in learners' L2 pragmatic perception development. The analyses of the SA students' RVR revealed that the SA students paid increasingly more attention to sociopragmatics when they read the MET, whereas fewer SA students reported employing Ll as the language of thought in fewer instances. The changes of the SA students' preference of directness/indirectness indicated that they became more aware of the social status during social interactions. Furthermore, the study also observed the SA students' pragmatic development across the three phases.

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Algi, 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.

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This study investigates the types, frequencies and functions of hedges and boosters employed in L1 and L2 argumentative paragraphs written by Turkish learners of English with pre-intermediate level of proficiency. It aims to uncover whether or not Turkish learners of English writing in L1 and L2 display any transfer in their employment of hedges and boosters. The extent to which the academic writing teaching materials result in any measurable change in the employment of hedges and boosters is also pursued. To this end, the data that is comprised of 104 (52 Turkish and 52 English) argumentative paragraphs written as a response to a TOEFL essay prompt are collected. The analysis of the data is done manually and each paragraph is coded and formatted in CLAN CHILDES. Later, PASW is used to run the descriptive statistics and calculate the frequency and percentages of hedges and boosters. The results show that the types, frequencies, and meanings of hedges and boosters are culture and language-specific and they are topic and genre dependent. Research v findings also reveal that the participants in this study often express appropriate degree of certainty and pragmatic vagueness while writing in L1 and L2. However, there are some cases in which the evidence of rhetorical transfer are observed with respect to functions of certain hedges. The findings further indicate that there is a parallelism between the teaching materials used in academic writing classes and the types, frequencies and functions of hedges and boosters produced in L2 paragraphs.

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Trubnikova, 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.

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The research is based on transcultural and interlanguage pragmatics studies and aims at the analysis of five speech acts, namely requests, responces to compliments, protests, apologies and thanks. In this study there are three groups of participants: Italian and Russian speakers who created the baseline for classification of pragmalinguistic recourses which were analyzed together with non-native speech acts collected by Russian speakers of Italian language. As the instrument of data collection the Discourse Completion Task with 30 situations was chosen. In total 900 responses were analyzed in trans-cultural and interlanguage perspective making use of speech act theory and politeness studies. Besides this dissertation has an important insight into how the pragmatics research can be used in teaching practice with Russian native speakers. It contains the description of lessons carried out for a group of Russian learners of Italian language. This work reconciles the inquiry into pragmatic behaviour of Russian and Italian speakers with teaching proposals thus contributing to enhance pragmatic competence of non native speakers.
La 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.

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Li, Citing, and 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.

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Yang, 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.

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Li, 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.

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Shelton, 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.

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Theron, 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.

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Thesis (MPhil (General Linguistics))—University of Stellenbosch, 2009.
ENGLISH 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.

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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.

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The study compared 10 fluent second language learners (L2Ls) and 10 heritage learners of Russian (HLs) to monolingual controls (n=20) in their judgments of the subtle nuances of aspectual usage in direct positive and negative imperative structures. The participants were asked to rate the appropriateness of pairs of imperative sentences differing in the aspectual form of the verb against the suggested discourse context. The analysis of the ratings revealed assumed deviations from the baseline in L2Ls. The HLs also revealed deviations, but unexpectedly, did not follow the baseline tendencies of the control monolingual group. Frequency and learning experience are some of the possible explanations of these finding and implications for pedagogy.

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Книги з теми "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.

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Yang, He. Language Learning Motivation and L2 Pragmatic Competence. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5280-7.

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Jiang, 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.

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Dumitrescu, Domnita, and Patricia Lorena Andueza, eds. L2 Spanish Pragmatics. First edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315276182.

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Sociocultural theory and L2 instructional pragmatics. Bristol, UK: Multilingual Matters, 2014.

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Learning 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.

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Phyllisienne, Gauci, ed. Insegnare la pragmatica in italiano L2: Recenti ricerche nella prospettiva della teoria degli atti linguistici. Roma: Carocci, 2012.

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Ren, Wei. L2 Pragmatic Development in Study Abroad Contexts. Lang AG International Academic Publishers, Peter, 2015.

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Wang, Yuqi. L2 Pragmatic Competence in Chinese EFL Routines. Springer, 2022.

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Ren, Wei. L2 Pragmatic Development in Study Abroad Contexts. Lang AG International Academic Publishers, Peter, 2015.

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Частини книг з теми "L2 pragmatic"

Fuentes-Rodríguez, Catalina. "Teaching L2 Spanish Discourse Markers and Pragmatic Markers." In L2 Spanish Pragmatics, 108–28. First edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315276182-7.

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Yang, He. "L2 Motivation and Pragmatic Comprehension." In 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.

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Yang, He. "L2 Motivation and Pragmatic Production." In 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.

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Yang, He. "L2 Motivation and Pragmatic Awareness." In 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.

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Sessarego, Cecilia. "Developing L2 Spanish Discursive-Pragmatic Ability in a Persuasive Genre at an Intermediate Level." In L2 Spanish Pragmatics, 151–68. First edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315276182-9.

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Han, Jinghe. "Pragmatic Transfer: Reflecting on the Use of EMI Lecturers’ Pragmatic Markers." In SpringerBriefs in Education, 83–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_6.

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AbstractAcknowledging the critical nature of EMI lecturers as bi- or multilinguals, this Chapter continues the investigation into cross-linguistic influence now turning attention to its pragmatic features. It focuses on the Chinese lecturers’ metalinguistic skills, particularly the L1 (Chinese) to L2 (English) transfer in their use of pragmatic markers (PMs). The investigation is informed by current studies arguing that highly proficient L2 language users do not necessarily make the most effective teachers, and the capacity to employ pragmatic strategies is essential to engage students’ learning; and that from amongst all the competencies in which lecturers should be proficient, one of the most essential is pragmatic competence. This Chapter provides an analysis of the participating EMI lecturers’ verbal characteristics of the PMs they implemented in their teaching. Whilst acknowledging individual differences, the trend of PM use and the degree of pragmatic transfer revealed in this group’s EMI teaching can be explained in terms of their pedagogical ideologies and subsequent practice, culturally influenced teacher-student relationships, the EMI discipline and its relevant subject matter and the lecturers’ language cognition as L2 users.

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Dewaele, Jean-Marc. "Context and L2 Users’ Pragmatic Development." In Language Learning and Teaching as Social Inter-Action, 163–82. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230591240_11.

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Upadhyay, Ramanjaney K. "Locating Languaging in Socio-Pragmatic Variables." In 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.

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Vidal, Carmen Pérez, and Rachel L. Shively. "L2 Pragmatic Development in Study Abroad Settings." In 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.

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Yang, He. "Literature Review." In 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.

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Тези доповідей конференцій з теми "L2 pragmatic"

Yang, He. "An Experimental Study of L2 Pragmatic Development in the EFL Classroom." In 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.

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Griswold, Tarin. "Contrasting Pragmatic Elements of L2 Japanese and L2 English Learning: A Closer Look at Refusals and Indirect Opinions." In – The Asian Conference on Language 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2435-7030.2020.4.

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Timpe-Laughlin, Veronika, Keelan Evanini, Ashley Green, Ian Blood, Judit Dombi, and Vikram Ramanarayanan. "Designing interactive, automated dialogues for L2 pragmatics learning." In 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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