Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: L2 pragmatic.
Статті в журналах з теми "L2 pragmatic"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 статей у журналах для дослідження на тему "L2 pragmatic".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте статті в журналах для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
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.
Повний текст джерелаАнотація:
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.
2
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.
Повний текст джерелаАнотація:
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.
3
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.
Повний текст джерелаАнотація:
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.
4
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.
Повний текст джерелаАнотація:
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.
5
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.
Повний текст джерелаАнотація:
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.
6
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.
Повний текст джерелаАнотація:
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).
7
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.
Повний текст джерелаАнотація:
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.
8
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.
Повний текст джерелаАнотація:
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.
9
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.
Повний текст джерелаАнотація:
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.
10
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.
Повний текст джерелаАнотація:
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?
11
Widanta, I. Made Rai Jaya, Putu Dyah Hudiananingsih, Anak Agung Raka Sitawati, and I. Wayan Dana Ardika. "Pragmatic Errors and Transfer of Foreign Learners of Indonesian: The Case of Refusals." Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 501. http://dx.doi.org/10.17507/jltr.1003.13.
Повний текст джерелаАнотація:
Pragmatic transfer, an emerging part of interlanguage pragmatics (ILP), has been receiving serious attention from applied linguists currently. This study was aimed at investigating pragmatic errors and pragmatic transfer learners made and effect of second language (L2) proficiency to their pragmatic transfer. Eighteen students of Darmasiswa who have been learning Indonesian language and culture form Bali State Polytechnic (PNB) and from Teacher Training Institute of Saraswati Tabanan, Bali, Indonesia were involved as research participants. Discourse completion test (DCT) consisting of nine situations designed with sociocultural aspect of power, distance, and rank of imposition (PDR) was used to elicit data of refusal strategies. The data were analysed to see pragmatic errors, pragmatic transfer, and effect of L2 proficiency on participants’ pragmatic transfer. Result of analysis revealed that learners’ pragmatic competence was still low. They were pragmalinguistic and sociopragmatic errors made dealing with Indonesian noun phrase (NP) structure, the use of verb, noun, prepositions which are very different from English patterns. Moreover, pragmatic transfer was frequently made due to learners’ shortage of L2 pragmatic proficiency and learners’ L1 cultural knowledge. In addition, learners’ pragmatic transfer was found to be strongly influenced by learners’ L2 proficiency.
12
Chantharasombat, Jidapa, and Nattama Pongpairoj. "Interlanguage Pragmatics: Deviant Patterns of Negative Responses to English Negative Yes/No Questions by L1 Thai Speakers." International Journal of Applied Linguistics and English Literature 7, no. 3 (May 1, 2018): 193. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.3p.193.
Повний текст джерелаАнотація:
This study investigated the potential cause of L1 Thai speakers’ persistent deviations from target-like negative responses to negative yes/no questions in L2 English context based on the theory of interlanguage pragmatics, particularly pragmatic transfer. L1 Thai undergraduates were categorized into two groups according to their level of L2 English linguistic proficiency. A discourse completion task (DCT), which required the participants to complete their turns in a conversation under different situations, were used to elicit their negative responses. The results revealed that negative pragmatic transfer, influenced by differences in linguistic action patterns of negative responses to negative yes/no questions between Thai and English, occurred in the performance of L1 Thai speakers in both lower and higher L2 English proficiency groups. However, the overall results suggested that the lower proficiency group tended to rely more on their L1 Thai pragmatic competence and showed higher tendency of negative pragmatic transfer than the higher proficiency group. The research indicated that negative transfer from the speakers’ different L1 Thai pragmatic influence from L2 English could make an impact on their non-target-like performance. Moreover, their level of L2 English linguistic proficiency and degree of reliance on their L1 Thai pragmatic knowledge could affect their production to diverge from L2 English pragmatic norms.
13
Yang, He, and Xinxin Wu. "Language Learning Motivation and Its Role in Learner Complaint Production." Sustainability 14, no. 17 (August 29, 2022): 10770. http://dx.doi.org/10.3390/su141710770.
Повний текст джерелаАнотація:
While motivation plays an important role in language learning, few attempts have been made to explore its significance in second language (L2) pragmatics learning. The current study investigated whether and how language learning motivation affects L2 pragmatics production. A total of 60 adult Chinese learners of English participated in this study. Data were elicited from a motivation questionnaire and a discourse completion task (DCT). The results revealed that L2 learners with high motivation performed better in making complaints in the target language than learners with low motivation. Moreover, learners’ levels of pragmatic production correlated positively with their overall L2 motivation, as well as with four motivational subscales, namely, attitudes towards learning English, ideal L2 self, intended learning efforts, and attitudes towards the L2 community. Regression analysis showed that learners’ attitude towards learning English best predicted their production of the speech act of complaints. The findings of this study support the role motivational dispositions play in learners’ L2 pragmatic production. The study provides insight into the interaction of L2 motivation and pragmatics learning.
14
González-Lloret, Marta. "Technology-mediated tasks for the development of L2 pragmatics." Language Teaching Research 26, no. 2 (January 22, 2022): 173–89. http://dx.doi.org/10.1177/13621688211064930.
Повний текст джерелаАнотація:
Developing pragmatic competence implies the learning of the norms and principles that affect the behavior of participants in a culture (i.e. sociopragmatics) and the ability to choose the language to realize those norms (i.e. pragmalinguistics). Learning to be pragmatically appropriate in the second language (L2) is not easy, and although it is possible without instruction, research shows that instruction helps development (Plonsky & Zhuang, 2019). This article advocates that technology-mediated tasks are an excellent and effective pedagogic tool to promote L2 pragmatic development. The article will introduce some key findings of studies that incorporate technology and pragmatics as well as those that have investigated tasks and L2 pragmatics to then focus on those studies that incorporate the three elements: tasks, technology and L2 pragmatics. These studies are grouped by their main focus of investigation: (1) the task, (2) the technology, or (3) the L2 pragmatic feature. As a whole, these studies show the possibilities that tasks and technology-mediated contexts have to engage learners in discursive practices that may not be possible otherwise, exposing them to the cyberpragmatics of an ever-growing digital world. Finally, lines of new research to advance the field are suggested.
15
Asif, Muhammad, Zhiyong Deng, and Zahoor Hussain. "The Case Study of Pragmatic Failure in Second Language of Pakistani Students." International Journal of English Linguistics 9, no. 4 (July 3, 2019): 200. http://dx.doi.org/10.5539/ijel.v9n4p200.
Повний текст джерелаАнотація:
The current study explores the pragmatic failure in the second language (L2) of Pakistani learners at the graduate level. Pragmatic failure occurs mainly because of the lack of the cultural awareness and knowledge, and it offers an angle for the discussion in this study. However, the development of L2 learners’ pragmatic competence plays a significant role in accomplishment of communicative competence. This study was aimed to examine the relationship between pragmatics and language proficiency. The data were selected from two universities, i.e., University of Management and Technology, Lahore, and Minhaj University Lahore. The sample of 80 L2 learners participated in this study, and forty students were selected from each university. They were studying English as L2 for four years, respectively. All learners were Urdu speakers and their age ranged from 22 to 28. To assess participants’ language proficiency, Oxford Quick Placement Test (1999) was employed. The data were analyzed through the SPSS software (version 22) to answer the research questions. The descriptive analysis is utilized to find out the results. In order to evaluate the data, One Way ANOVA was run to see the level of significance among the three groups, i.e., High, Mid and Low. It is 0.445 between High and Mid group, and finally the level of significance between Low and Mid group is 0.001. The results reveal that L2 Pakistani learners have a lot of problems not only in pragmatic competence but in language proficiency as well. However, there is a significant relationship between pragmatics and language proficiency. And finally, it is found that there is no difference between male and female learners in pragmatic field, and eventually we came to this conclusion that pragmatic feature of English is predictable, namely, those students who are in a high level of language proficiency do better in pragmatic situations.
16
Santos, Giovani. "Second language pragmatics: a corpus-based study of the pragmatic marker like." Letrônica 12, no. 4 (December 27, 2019): 34002. http://dx.doi.org/10.15448/1984-4301.2019.4.34002.
Повний текст джерелаАнотація:
This paper presents the extent to which like is used as a pragmatic marker (PM) by Brazilian university students living in Ireland. This is a case study which is part of a broader PhD research project on L2 pragmatic development within a study-abroad context. The results and reflections of this study are based on a sample corpus of spoken language, which comprises four 30-minute informal interactions between 6 participants and the researcher. Drawing on the Limerick Corpus of Irish English, a representative corpus of spoken Irish English (IrE), the interpersonal functions and procedural meanings of the PM like in the participants’ L2 are compared and contrasted against those of the IrE data. Quantitatively, the PM like is found to be a keyword in the L2 corpus and three times more frequent by comparison to the IrE data. Qualitatively, this study shows evidence of like being used multifunctionally by the L2-speakers of English, with all functions of the PM also previously described in the literature on IrE. However, some specific functional patterns also emerge from the L2 data, which indicates the pragmatic needs and linguistic demands which may arise during communication when using an L2.***Pragmática da segunda língua: um estudo de corpus do marcador pragmático like***Este artigo apresenta a extensão com que like é usado como marcador pragmático (MP) por brasileiros universitários na Irlanda. Este é um estudo de caso, e parte de um projeto de pesquisa de doutorado sobre o desenvolvimento da pragmática da segunda língua (L2) no contexto de intercâmbio. Os resultados e reflexões deste estudo são embasados em uma amostra de um corpus de língua falada, que é constituído de quatro interações informais de 30 minutos entre 6 participantes e o pesquisador. Tendo como referência o Limerick Corpus of Irish English, um corpus representativo do inglês irlandês falado, as funções interpessoais e os significados procedurais do MP like usados pelos participantes são comparados e contrastados. Quantitativamente, o MP like se encontra como uma palavra-chave no corpus de L2, e é três vezes mais frequente se comparado com os dados do inglês irlandês. Qualitativamente, este estudo evidencia a multifuncionalidade de like na L2 dos participantes, sendo todas as funções usadas pelos participantes também previamente descritas na literatura sobre o inglês irlandês. Contudo, alguns padrões funcionais específicos também emergem do corpus de L2, o que indica as necessidades pragmáticas e exigências linguísticas que podem surgir durante a comunicação quando usando uma L2.
17
Snape, Neal, and Hironobu Hosoi. "Acquisition of scalar implicatures." Linguistic Approaches to Bilingualism 8, no. 2 (February 26, 2018): 163–92. http://dx.doi.org/10.1075/lab.18010.sna.
Повний текст джерелаАнотація:
Abstract Our study investigates the second language (L2) acquisition of scalar implicatures some and all. We set out to answer two research questions based on three theoretical accounts, the lexical, pragmatic and syntactic accounts. In an experiment we include English and Japanese native speakers, and intermediate and advanced Japanese L2 learners of English. We used quantifiers some and all in ‘Yes/No’ questions in a context with sets of toy fruits, where pragmatic answers are expected, e.g., a ‘No’ response to the question ‘Are some of the strawberries in the red circle?’ (when a set of 14/14 strawberries are placed inside a red circle). Our individual results indicate that L2 learners are generally more pragmatic in their responses than native English speakers. But, there are neither significant differences between groups nor significant differences between L2 proficiency levels. We consider the implications of our findings for the acquisition of L2 semantics and pragmatics.
18
McConachy, Troy. "L2 pragmatics as ‘intercultural pragmatics’: Probing sociopragmatic aspects of pragmatic awareness." Journal of Pragmatics 151 (October 2019): 167–76. http://dx.doi.org/10.1016/j.pragma.2019.02.014.
Повний текст джерела
19
Uneke Enyi, Amaechi, and Chiekpezie Edwin Orji. "Interlanguage Pragmatics, Communicative Competence, Nigeria’s L2 Classrooms." International Journal of Applied Linguistics and English Literature 8, no. 4 (July 31, 2019): 19. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.19.
Повний текст джерелаАнотація:
In Nigeria, much attention has been given to the teaching and learning of grammatical forms and sound sequences with emphasis on their accuracy and correctness (linguistic competence). This has reflected in the selection of course syllabi, curriculum, instructional materials and methods in our classrooms. A lot studies have been carried out by scholars on the non-native speakers’ use and acquisition of linguistic action patterns in a second language. Though such studies, dubbed interlanguage pragmatics, have all been carried out in Europe and America with focus on speakers of English as a Foreign language (EFL). This area of enquiry has not been adequately explored in Africa in general or Nigerian L2 learners of English as the focus. Thus, little or seldom attention has been given to pragmatics and appropriateness in language use (Communicative competence). This study is therefore, a consciousness - raising effort to highlight the relevance and advantages of teaching pragmatics and the development of pragmatics awareness in our classrooms. This is against the backdrop of the fact that the linguistic competence of most learners of English as a second language is not usually at par with their pragmatic competence. This study foregrounds the need for L2 learners of English to develop a concomitant degree of pragmatic awareness in the use of the language. They must learn how to combine form, meaning, force and context. They need, for example, to learn how to say what they want to say with the required formality or politeness, directness or indirectness, e t c, as required by a given situation or sometimes, to even keep quiet and still communicate intention. The study, domesticating the findings of some current researches in instructed pragmatics, discussed and suggested some classroom activities that could be adopted as part of the methods of teaching pragmatics, and by so doing, highlighted the enormous advantages and usefulness of teaching pragmatics and acquiring pragmatic competence in Nigeria’s L2 classrooms.
20
Taguchi, Naoko. "Commentary." Second language pragmatic development in study abroad contexts 7, no. 1 (April 19, 2022): 176–80. http://dx.doi.org/10.1075/sar.00003.com.
Повний текст джерелаАнотація:
Abstract Ariadna Sánchez-Hernández presents five articles that showcase current trends of study abroad research in second language (L2) pragmatics. The study abroad context has attracted a large number of empirical investigations in L2 pragmatics (for a review, see Pérez Vidal & Shively, 2019). The popularity of the study abroad context in pragmatics is understandable when we consider the nature of pragmatic competence. Pragmatic competence involves linguistic knowledge, sociocultural knowledge, and the ability to interact with others appropriately using these knowledge bases (Taguchi, 2017). As such, the study abroad context, which offers opportunities to observe cultural norms and to practice contextually appropriate language use, is a prime site for pragmatic development. In this commentary, I focus on three innovative aspects of study abroad pragmatics research that run across the five studies in this volume: (1) longitudinal research design, (2) technology-enhanced data collection methods, and (3) pre-departure instruction focusing on pragmatics. For each aspect, I present critical reflections and recommendations for future research.
21
Hassall, Timothy. "Individual Variation in L2 Study-Abroad Outcomes: A Case Study from Indonesian Pragmatics." Multilingua 34, no. 1 (June 13, 2014): 33–59. http://dx.doi.org/10.1515/multi-2013-0050.
Повний текст джерелаАнотація:
Abstract This is a study of two Australian learners of Indonesian during a short stay abroad. It examines their contrasting success in acquiring L2 address terms, in tandem with their contrasting experiences of the L2 culture setting. It thereby helps explain the persistent finding of great individual variation in L2 gains – and in particular pragmatic gains – during study abroad. The study shows that the contrasting success of these two learners is linked to their L2 identity development. At the same time, it dispels a simplistic view of the relationship between identity development and pragmatic development, by showing that their language outcomes emerge through a highly contingent process. The study also helps us understand how certain specific factors can influence learning of L2 pragmatics during study abroad, such as low initial proficiency, prior foreign language learning experience, timing of formal instruction, and the presence of peer L2 learners during naturalistic interactions.
22
Youn, Soo Jung, and Nick Zhiwei Bi. "Investigating test-takers’ strategy use in task-based L2 pragmatic speaking assessment." Intercultural Pragmatics 16, no. 2 (May 7, 2019): 185–218. http://dx.doi.org/10.1515/ip-2019-0009.
Повний текст джерелаАнотація:
Abstract This study explicates cognitive validity of task-based L2 pragmatic speaking assessment by examining reported strategy use of test takers at varying performance levels across different task types. Thirty university-level ESL learners completed four pragmatic speaking tasks that differ in the formality of pragmatic actions. Two trained raters scored the task-based pragmatic performances using analytical rating criteria and displayed a satisfactory level of consistency and accuracy in scoring the performances. The test-takers’ retrospective reports were transcribed and analyzed to develop a valid coding scheme that consists of cognitive, metacognitive, and pragmatic strategies. An association between the test-takers’ pragmatic performances scored by the trained raters and their reported strategy use was examined. The higher-ability test takers utilized diverse strategies more frequently, ranging from varied pragmatic strategies to strategies specifically related to managing task demands, compared to the lower-ability test takers. Further, the test takers utilized distinct types of strategies appropriate to handling unique pragmatic task situations and complexities involved in each pragmatic assessment task. These findings explain how the test takers cognitively interacted with the assessment tasks and what strategies potentially led to successful pragmatic performances. The implications of examining pragmatic strategy use were discussed in terms of advancing practices of teaching and assessing L2 pragmatics.
23
Guillot, Marie-Noëlle. "Interruption in advanced learner French." Languages in Contrast 9, no. 1 (March 24, 2009): 98–123. http://dx.doi.org/10.1075/lic.9.1.06gui.
Повний текст джерелаАнотація:
This exploratory study focuses on interruption as a feature of conversational management in multi-participant talk in advanced L2 French, based on a comparison with L1 French and English. It has two overall objectives: to consider pragmatic adaptations in L2 French from the point of view of interactional pressures, and to assess cross-cultural differences in the management of talk from the standpoint of learners. It is thus at the interface between interlanguage and cross-cultural pragmatics research. The analysis highlights tensions between pragmatic and processing demands in the learner data, resulting in limited pragmatic discrimination, differential adaptations to native French practices and possible stereotyping.
24
Artoni, Daniele, Valentina Benigni, and Elena Nuzzo. "Pragmatic instruction in L2-Russian." Instructed Second Language Acquisition 4, no. 1 (April 1, 2020): 62–95. http://dx.doi.org/10.1558/isla.39864.
Повний текст джерелаАнотація:
Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.
25
Lamiroy, Béatrice. "Pragmatic connectives and L2 acquisition." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 4, no. 2 (June 1, 1994): 183–201. http://dx.doi.org/10.1075/prag.4.2.01lam.
Повний текст джерела
26
Saefudin, Saefudin. "Pendekatan Pragmatik dalam Mendukung Kemampuan Komunikasi Lisan." Buletin Al-Turas 19, no. 1 (January 23, 2018): 1–12. http://dx.doi.org/10.15408/bat.v19i1.3694.
Повний текст джерелаАнотація:
Abstrak Tujuan dari komunikasi adalah untuk mendapatkan pesan dari orang lain secara jelas dan tidak ambigu. Melakukan komunikasi memerlukan usaha dari pengirim maupun penerima. Proses komunikasi dapat terganggu dengan adanya kesalahan, sehingga pesan akhirnya disalah-tafsirkan oleh penerima. Ketika gangguan tersebut tidak terdeteksi, hal ini dapat menimbulkan kebingungan, usaha yang sia- sia dan kesempatan yang hilang. Kenyataannya, Komunikasi akan sukses bila kedua pihak memahami informasi yang sama sebagai hasil dari komunikasi. Jadi, dapat diasumsikan bahwa pendekatan yang dapat menciptakan situasi pembelajaran bahasa kedua (asing), terutama dalam kemampuan komunikasi lisan adalah dalam bentuk pragmatic. Tulisan ini mencoba membahas alasan mengapa ada nilai dalam pembelajaran pragmatic secara eksplisit pada pembelajar bahasa kedua (L2) dalam target bahasa. Pentingnya isu dalam gagasan pragmatic sangat dipertimbangkan, termasuk dalam menentukan kontribusi pragmatic dalam mendukung kemampuan berbicara siswa, bagaimana mempersiapkan pembelajar bahasa dalam memahami hubungan pragmatic dan fungsi bahasa dalam terma komunikasi yang dapat diterima, dan peranan sintaksis dan semantic dalam mem fasilitasi pembelajaran pragmatik---Abstract The purpose of communication is to get the message across to others clearly and unambiguously. Doing this involves effort from both the sender of the message and the receiver. And it's a process that can be fraught with error, with messages often misinterpreted by the recipient. When this isn't detected, it can cause tremendous confusion, wasted effort and missed opportunity. In fact, communication is only successful when both the sender and the receiver understand the same information as a result of the communication. So, it is assumed that the approach which can creat the situation of second language learning, especially oral communication skill is pragmtics. This paper discusses a rationale why there is value in explicitly learning pragmatics for second-language (L2) learners in the target language. The importance of issues in the notion of pragmatics is considered, including determining the contribution of pragmatics in supporting the students’ speaking skill, how to preapre the language learners understand the relation of pragmatics and language functions in the term of acceptable communication, and the role of syntax and semantics in facilitating the learning of pragmatics.
27
Czerwionka, Lori, and Sydney Dickerson. "Spanish and English compliment responses in discourse." Second language pragmatic development in study abroad contexts 7, no. 1 (April 19, 2022): 88–115. http://dx.doi.org/10.1075/sar.21004.cze.
Повний текст джерелаАнотація:
Abstract This investigation of second language (L2) pragmatic development over a six-week, short-term study abroad program examines compliment responses among English-speaking, L2 learners of Spanish, and compares the L2 group to native speakers of Spanish and English. Data were collected by offering a compliment during interviews, thus eliciting naturalistic compliment responses in a uniform context. The quantitative and qualitative analyses of this corpus offered a discourse-level analysis of compliment responses as a (co)constructed and multimodal speech act. Results revealed cross-cultural differences in the use of appreciation tokens (e.g., “thanks”), nodding, and compliment-compliment response discourse structures (i.e., English: pragmatic routine with appreciation; Spanish: co-constructed agreement). L2 learners’ compliment responses before and after study abroad aligned with English speaker norms. Thus, compliment responses in the L2 may not be salient for L2 learners. Results highlighted cross-cultural differences in the speech acts used to respond to a compliment and the complex issue of interlanguage pragmatics.
28
Kim, Hyekyeng. "An Investigation into EFL Learners’ Perception towards L2 Pragmatic Instruction." Theory and Practice in Language Studies 6, no. 3 (March 21, 2016): 452. http://dx.doi.org/10.17507/tpls.0603.02.
Повний текст джерелаАнотація:
The present study investigated EFL students’ perception toward the pragmatic instruction provided as a part of regular English curricula. A total of 52 university students from various majors participated in the study. The treatment was given for nine weeks during the regular class hours in terms of four speech acts, compliments, apologies, requests, and refusals, with the goal of enhancing the learners’ pragmatic awareness as well as pragmatic competence. A questionnaire and the learners’ reflection journals were adopted as data collection instruments, and an eclectic design was adopted to analyze their perception. Both the intermediate and low groups showed positive perception in terms of the four major categories—interest, usefulness, importance, and motivation, yet more than half of the learners from the low group found that learning L2 pragmatics was difficult due to the complexity and length of some of the sentence patterns of formulaic expressions. Further, there were significant differences between subjects regarding the category of difficulty for each speech act. Nevertheless, the learners expressed that pragmatic instruction facilitated their communication skills, enhanced their pragmatic awareness on intercultural differences, as well as instilled confidence in English interactions. These findings imply learners’ motivation and needs for learning L2 pragmatic features.
29
Taguchi, Naoko, and Shuai Li. "Replication research in contextual and individual influences in pragmatic competence: Taguchi, Xiao & Li (2016) and Bardovi-Harlig & Bastos (2011)." Language Teaching 52, no. 1 (September 5, 2017): 128–40. http://dx.doi.org/10.1017/s0261444817000222.
Повний текст джерелаАнотація:
Recent development in L2 pragmatics research in a study abroad context has witnessed an emerging line of studies investigating the joint influences of contextual and individual learner factors on second language (L2) pragmatic development. This paper argues for the replication of two representative quantitative studies in this new research direction. Situated within the field's increasing emphasis on explaining the development of L2 pragmatic competence, the first part of this paper makes a case for the necessity of replicating quantitative studies investigating the study abroad context, highlighting why and how the field can benefit from replication research. The second part of this paper presents detailed accounts of the two focus studies and suggests several options for approximate and conceptual replications.
30
Taguchi, Naoko, Xiaofei Tang, and Joy Maa. "Learning how to learn pragmatics." East Asian Pragmatics 4, no. 1 (April 30, 2019): 11–36. http://dx.doi.org/10.1558/eap.38207.
Повний текст джерелаАнотація:
Learning strategies are self-generated actions taken to make learning more efficient,productive, and transferable to new settings (Oxford, 1990, 2011). We can teach students how to use learning strategies efficiently, helping them gain autonomy and control of their own learning process. This study applied strategy instruction to pragmatics learning in a second language (L2). Adapting Oxford's (2011) taxonomy, we taught L2 learners various cognitive and metacognitive strategies, including how to pay attention to select pragmatic features, and how to monitor and evaluate their learning of the features. Four L2 Chinese learners and six L2 Japanese learners in a US university received strategy instruction on targeted pragmatic features (i.e., conversation opening/closing; indirect meaning). The instruction was followed by a two-week period in which students kept a daily journal recording their experiences with the targeted features. Interviews were conducted at the end to gauge students' reflections of the strategy applications. Results showed that students noticed targeted pragmatic features in available resources, but there was imbalance in the degree of noticing and types of strategies used.
31
Barón, Júlia, and M. Luz Celaya. "‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning." Language Teaching Research 26, no. 2 (January 7, 2022): 238–55. http://dx.doi.org/10.1177/13621688211067000.
Повний текст джерелаАнотація:
The present study deals with the effect of audio-visual material for second language (L2) pragmatic learning in the foreign language classroom. More specifically, it analyzes whether being exposed to captioned and non-captioned input in an experimental condition entailing no instruction on pragmatics might have any influence on the learners’ pragmatic performance. To this aim, two intact classes ( N = 31) of learners of English as a foreign language (EFL) at a B1 level were exposed to videos with captions and without captions, respectively. Before and after watching the videos, all the students were asked to carry out a role-play task with situations like those in the videos. A mixed-methods approach was used to analyze the learners’ performance in terms of types and number of strategies to perform speech acts (quantitative) and in terms of pragmatic appropriateness (qualitative). Findings show that both groups used more polite strategies after watching the videos, regardless of the captioned/non-captioned condition, which seems to confirm the contribution of audio-visual material for the learning of the L2 pragmatics in an incidental way. Concerning pragmatic appropriateness, we found that learners in the captioned condition produced more pragmalinguistically appropriate role-plays than learners in the non-captioned condition, thus suggesting a positive effect of captioned material on the learning of the L2 pragmatics. Such results are discussed in relation to the few previous similar studies in the field.
32
Riheel Alnaas Taha, Ayman, Sajjad Hussain, Muhammad Sajid Aziz, and Hafiz Ali Raza. "The EFL Students’ Pragmatic Competence Level in Pakistan." International Journal of Social Science, Education, Communication and Economics (SINOMICS JOURNAL) 1, no. 2 (May 29, 2022): 141–52. http://dx.doi.org/10.54443/sj.v1i2.14.
Повний текст джерелаАнотація:
Second language teaching and learning has been grounded greatly on pragmatics. It has been a very important aspect of L2 learners. Majority of the existing literature on this subject matter has paid much attention to diverse pedagogies in the teaching and learning of English and how to integrate pragmatics in the classroom teaching of the language. Experts in the teaching and learning of English as a second language have over the period proven that understanding the level of competence of students’ pragmatics in terms of Pakistan EFL learners is imperative for establishing curriculum in teaching pragmatic competence. This study therefore addresses this aspect and pushes the debate further for a deeper understanding. This research specifically seeks to examine the pragmatic competence level of Pakistan students L2 learners or speakers as well as the contribution of gender and the type of school regarding their competency level in pragmatic knowledge. As for institution type, the results show that there is a significant difference regarding implicate and speech acts. The situational routines do not prove any differences for school type.
33
Taguchi, Naoko. "Teaching Pragmatics: Trends and Issues." Annual Review of Applied Linguistics 31 (March 2011): 289–310. http://dx.doi.org/10.1017/s0267190511000018.
Повний текст джерелаАнотація:
Theoretical, empirical, and practical interest in pragmatic competence and development for second language (L2) learners has resulted in a large body of literature on teaching L2 pragmatics. This body of literature has diverged into two major domains: (a) a group of experimental studies directly testing the efficacy of various instructional methods in pragmatics learning and (b) research that explores optimal instructional practice and resources for pragmatic development in formal classroom settings. This article reviews literature in these two domains and aims at providing a collective view of the available options for pragmatics teaching and the ways that pragmatic development can best be promoted in the classroom. In the area of instructional intervention, this article reviews studies under the common theoretical second language acquisition paradigms of explicit versus implicit instruction, input processing instruction, and skill acquisition and practice. In the area of classroom practice and resources, three domains of research and pedagogical practices are reviewed: material development and teacher education, learner strategies and autonomous learning, and incidental pragmatics learning in the classroom. Finally, this article discusses unique challenges and opportunities that have been embraced by pragmatics teaching in the current era of poststructuralism and multiculturalism.
34
Sanjaya, I. Nyoman Suka, Anak Agung Raka Sitawati, Ni Ketut Suciani, I. Made Ardana Putra, and Cokorda Gede Putra Yudistira. "THE EFFECTS OF L2 PRAGMATIC AUTONOMOUS AND CONTROLLED MOTIVATIONS ON ENGAGEMENT WITH PRAGMATIC ASPECT." TEFLIN Journal: A publication on the teaching and learning of English 33, no. 1 (May 12, 2022): 148. http://dx.doi.org/10.15639/teflinjournal.v33i1/148-172.
Повний текст джерелаАнотація:
No study has investigated the relationship between student engagement per se and student motivation within second language (L2) pragmatics, notwithstanding the significance of engagement for L2 learning. The present study aimed to explore the effects of two global motivational orientations (autonomous and controlled motivations) on behavioral engagement within the perspective of L2 pragmatics by drawing on self-determination theory. A total of 76 college students agreed to participate and were requested to fill out a tailor-made, 34-item, 6-point Likert-scale questionnaire. The results of data analysis using standard multiple linear regression revealed that both Autonomous and Controlled Motivations significantly predicted and explained a large amount of variance in Engagement, F(2, 71) = 161.28, p < .01, R2 = .82, adjusted R2 = .81, and that the effect of Controlled Motivation, B = .33, t(71) = 8.05, p < .01, was twice as large as that of Autonomous Motivation, B = .16, t(71) = 4.91, p < .01. These findings indicate that students’ controlled motivation is more powerful in enhancing their engagement in learning L2 pragmatics. Pedagogically, it implies that teachers should bolster students’ motivation to learn L2 pragmatics, which can eventually lead to their increased engagement.
35
Sánchez-Hernández, Ariadna, and Alicia Martínez-Flor. "Teaching the pragmatics of English as an international language: A focus on pragmatic markers." Language Teaching Research 26, no. 2 (December 29, 2021): 256–78. http://dx.doi.org/10.1177/13621688211064933.
Повний текст джерелаАнотація:
The current era of globalization and emergence of English as an international language (EIL) has brought about new opportunities for L2 pragmatic learning and teaching. The common view of pragmatic learning as an approximation to native-likeness is changing towards conceiving pragmatic ability as a tool to interact with people of different cultural and linguistic backgrounds, the majority of whom are non-native speakers (NNSs) of English. While such reality is widely acknowledged, few attempts have been made to teach pragmatic competence in EIL. Addressing this concern, the present study investigates the effects that a pedagogical intervention on EIL pragmatics has on the oral use of pragmatic markers (PMs): a key tool for successful communication in the current increasingly multicultural and multilingual society. Seventy-three Spanish EFL students were divided into an instructional ( n = 34) and a control group ( n = 39). The instructional group received 4 interventional sessions that included (1) awareness of the legitimacy of EIL, (2) meta-pragmatic awareness of pragmatic behavior across the world, (3) task-supported instruction on PMs, and (4) strategy-based instruction. Pragmatic competence was assessed by students’ use of PMs in oral academic presentations. The results revealed that the instructional group had more significant changes in the frequency and variety of PMs used than the control one, as they widened the repertoire of PMs uttered in their academic presentations. These findings project the future of pragmatic instruction in EIL and provide directions for reorienting the EIL curriculum towards the integration of L2 pragmatics.
36
Kasper, Gabriele, and Kenneth R. Rose. "PRAGMATICS AND SLA." Annual Review of Applied Linguistics 19 (January 1999): 81–104. http://dx.doi.org/10.1017/s0267190599190056.
Повний текст джерелаАнотація:
Pragmatics has two roles in SLA: It acts as a constraint on linguistic forms and their acquisition, and it represents a type of communicative knowledge and object of L2 learning in its own right. The first role of pragmatics is evident in functionalist (Tomlin 1990) and interactionist (Long 1996) views of SLA. The second role puts pragmatics on a par with morphosyntax, lexis, and phonology in that inquiry focuses on learners' knowledge, use, and acquisition of L2 pragmatics. It is the latter sense of “pragmatics and SLA” that is the focus of this paper. In analogy with other areas of specialization within SLA—interlanguage syntax, interlanguage lexis, and so forth—the study of nonnative speakers' use and acquisition of L2 pragmatic knowledge is referred to as interlanguage pragmatics.
37
Kasper, G. "Four perspectives on L2 pragmatic development." Applied Linguistics 22, no. 4 (December 1, 2001): 502–30. http://dx.doi.org/10.1093/applin/22.4.502.
Повний текст джерела
38
Kasper, Gabriele, and Kenneth R. Rose. "Individual Differences in L2 Pragmatic Development." Language Learning 52 (2002): 275–303. http://dx.doi.org/10.1111/j.1467-1770.2002.tb00029.x.
Повний текст джерела
39
Dupuy, Ludivine, Penka Stateva, Sara Andreetta, Anne Cheylus, Viviane Déprez, Jean-Baptiste van der Henst, Jacques Jayez, Arthur Stepanov, and Anne Reboul. "Pragmatic abilities in bilinguals." Linguistic Approaches to Bilingualism 9, no. 2 (January 16, 2018): 314–40. http://dx.doi.org/10.1075/lab.17017.dup.
Повний текст джерелаАнотація:
Abstract The experimental literature on the pragmatic abilities of bilinguals is rather sparse. The only study investigating adult second language (L2) learners (Slabakova, 2010) found an increase of pragmatic responses in that population relative to monolinguals. The results of studies on early bilingual children are unclear, some finding a significant increase in pragmatic responses in early bilingual children (preschoolers) relative to monolinguals (Siegal et al., 2007), while another (Antoniou and Katsos, 2017), testing school children, does not. We tested adult French L2 learners of English and Spanish (in their two languages) as well as French monolingual controls in Experiment 1 and Italian-Slovenian early bilingual children (in both languages) and Slovenian monolingual controls in Experiment 2. Our results were similar to those of Antoniou and Katsos (2017) in early bilingual children, but different from those of Siegal et al. (2007). We found no pragmatic bias in adult L2 leaners relative to adult monolinguals.
40
Hilliker, Shannon M., Chesla Ann Lenkaitis, and Barbara Loranc-Paszylk. "Development of pragmatic competence among L2 learners." International Review of Pragmatics 13, no. 2 (July 21, 2021): 153–72. http://dx.doi.org/10.1163/18773109-01302002.
Повний текст джерелаАнотація:
Abstract Although compliments and compliment responses seem to play an important role in discourse of second language (L2) classrooms (Khaneshan & Bonyadi, 2016), the influence of virtual exchanges on enhancing the use of compliment responses remains unexplored. Twelve L2 learners of English from Poland met in groups for six weeks, via video conferencing, with Teaching English to Speakers of Other Languages (TESOL) teacher candidates from a university in the USA. During online sessions, the L2 learners’ primary focus was on discussion in English regarding assigned TED Talks. Data analysis consisted of statistical analyses using SPSS on Likert-scale questions while open-ended responses were coded using NVivo 12 into researcher-created categories. In addition, transcripts were analyzed. It is evident from this study that L2 learners have opportunities to utilize virtual exchange to develop L2 pragmatic awareness related to compliment responses.
41
Chung, Eun Seon (Eunice). "Sources of difficulty in L2 scope judgments." Second Language Research 29, no. 3 (November 20, 2012): 285–310. http://dx.doi.org/10.1177/0267658312464969.
Повний текст джерелаАнотація:
Second language (L2) learners have been found to experience difficulty in tasks that require the integration of discourse–pragmatic properties with syntactic and semantic properties (Sorace and Serratrice, 2009; Tsimpli and Sorace, 2006; Valenzuela, 2006). The present article investigates the sources of L2 difficulty in a phenomenon where multiple components of linguistic analysis are involved. The study examines L1-Korean L2-English adult learners’ interpretation of English sentences with the universally quantified object NP ( every NP) and negation using an offline contextualized acceptability judgment task. The results suggest that the sources of L2 variability reflect L2 adults’ focus on content and meaning access and L1 transfer of interpretive preferences in initial to intermediate stages of acquisition but are replaced by the difficulty of integrating L2 pragmatic properties with other aspects of linguistic analysis in the advanced stages, a difficulty which can nevertheless be overcome in ultimate attainment. The study posits pragmatic information to be one of the last considerations for L2 learners when multiple types of information need to be integrated to calculate meaning despite the fact that L2 adults possess mature cognitive mechanisms and pragmatic abilities.
42
Ishihara, Noriko. "Is It Rude Language? Children Learning Pragmatics Through Visual Narrative." TESL Canada Journal 30, no. 7 (February 20, 2014): 135. http://dx.doi.org/10.18806/tesl.v30i7.1157.
Повний текст джерелаАнотація:
There has been an upsurge of interest in teaching second/foreign language (L2) pragmatics in recent years, but much of this effort has been targeted at adult learners. This article introduces small-scale informal instruction exploring the pragmatic development of 9-year-olds in Tokyo, facilitated through dialogic in- tervention on pragmatics using the visual presentation of narratives. Although the instruction took place in an English as a foreign language (EFL) context, the same dialogic approach is relevant to ESL in Canada and elsewhere, as picture books enrich narratives, visually mediating the context of language use in a manner comprehensible and captivating to young learners. The learners’ pragmatic development was scaffolded dialogically through instructional materials doubling as teacher-based assessments, including formality judgment tasks, discourse completion tasks, and student-generated visual discourse completion tasks, assessed through predesigned rubrics and written reflections by the teacher. Video-recorded data showed that repeated visual assistance provided by the teacher and peers led to enhanced pragmatic awareness and metapragmatic judgments of the relative levels of formality and politeness of the target pragmatic formulas. However, with little L2 exposure, these learners were often unable to produce newly introduced expressions and failed to match the demands of the context with appropriate language choices during this isolated series of instructional events.
43
McLean, Terrence. "Giving Students a Fighting Chance: Pragmatics in the Language Classroom." TESL Canada Journal 21, no. 2 (June 12, 2004): 72. http://dx.doi.org/10.18806/tesl.v21i2.175.
Повний текст джерелаАнотація:
In order to give language learners a fighting chance outside the classroom, teachers must provide them with consciousness-raising opportunities for developing pragmatic awareness. By attending to pragmatic factors in second-language (L2) situations, students will be better able to make informed decisions in negotiating effective communication., This article examines the potential use of the pragmatic discourse completion task (DCT) as a springboard for discussion in the L2 classroom. A description of a DCT used in a study involving advanced L2 learners at the University of Alberta (Ranta, 2002) is provided. The author also provides suggestions for developing students' pragmatic awareness.
44
Al-Khazaali, Musaab. "IRAQI EFL UNIVERSITY TEACHERS’ PERCEPTIONS OF PRAGMATIC AWARENESS IN L2 CRITICAL READING: AN EXPLORATORY SURVEY." Kufa Journal of Arts 1, no. 55 (March 1, 2023): 567–93. http://dx.doi.org/10.36317/kaj/2023/v1.i55.10739.
Повний текст джерелаАнотація:
Pragmatic awareness is of great impact on L2 teaching and learning; however, it is generally neglected in most EFL studies in L2 critical reading. Addressing this concern, the study has attempted to investigate Iraqi EFL teachers' perception of the role of pragmatic awareness in L2 reading. Adopting an exploratory method based on a questionnaire, 40 Iraqi teachers from three Iraqi universities were selected to be respondents of the study. The results of the survey are statistically analysed and correlated in the light of their frequencies and percentages. The results indicated that Iraqi EFL teachers highlighted the role of pragmatic aspects and notion, though differently, in the process of teaching L2 reading. They more frequently nominated speech act strategies, politeness and implicature. It was also recommended that some changes in methods of teaching, activities and language materials should be done to enhance pragmatic awareness in L2 reading.
45
Zhang, Ying. "The Influence of Combining Computer-Assisted Language Learning With Instruction on Chinese College Students’ L2 Pragmatic Ability." Chinese Journal of Applied Linguistics 45, no. 2 (May 1, 2022): 243–53. http://dx.doi.org/10.1515/cjal-2022-0206.
Повний текст джерелаАнотація:
Abstract In the area of computer-assisted language learning (CALL), although a number of studies have adopted various CALL-based devices (e. g., blogs, gaming, and synthetic environments) to foster second language (L2) acquisition, the vital component of instruction has received little attention. The present study explored the usefulness of CALL-based communication in conjunction with instruction on EFL learners’ L2 pragmatic development. Sixty-two EFL students from a university in China were recruited for the current research. The experimental group communicated with a native English speaker through synchronous messaging via Skype and had two instructional sessions pertinent to compliment responses, while the control group interacted with a native English speaker via Skype without having the teaching intervention. Findings from an independent samples t-test demonstrated that the experimental group produced significantly more proper compliment responses in the immediate posttest than the control group (p < . 001). Moreover, a significant difference (p < . 001) was found for the experimental group between the pre-intervention and delayed post-intervention mean scores, suggesting that CALL coupled with teaching intervention had a long-term impact on learners’ L2 pragmatic development. These findings enrich our understanding of the beneficial and lasting influence of combining CALL with instruction on EFL students’ pragmatic development. In addition, pedagogical implications for deploying CALL paired with L2 pragmatics instruction are provided.
46
Gesuato, Sara. "Review: Trubnikova, Victoriya, & Garofolin, Benedetta. (2020). Lingua e interazione. Insegnare la pragmatica a scuola [Language and interaction. Teaching pragmatics at school]. Edizioni ETS." EuroAmerican Journal of Applied Linguistics and Languages 9, no. 1 (April 10, 2022): 140–44. http://dx.doi.org/10.21283/2376905x.15.271.
Повний текст джерелаАнотація:
EN This volume presents a theoretical and practical approach to the teaching of pragmatics in primary and secondary educational contexts. Targeting first language (L1), second language (L2), and foreign language (FL) teachers, the volume starts by introducing key concepts in pragmatics, providing an overview of theoretical notions in communicative competence, and drawing pedagogical implications from these notions. The book then reports findings from a survey conducted among language teachers on their views on and experience with the teaching of linguistic pragmatics. Finally, a 5-step inductive-explicit pedagogical model is put forward for raising metapragmatic awareness and developing receptive and productive pragmatic skills among learners of varied age groups. A rich set of sample activities illustrates how to put the model into practice and to adapt it to learners’ specific needs. Key words: PRAGMATICS TEACHING, METAPRAGMATIC AWARENESS, L1/L2/FL TEACHERS, PRIMARY AND SECONDARY EDUCATION, INDUCTIVE-EXPLICIT PEDAGOGY ES Este volumen presenta una aproximación teórica y práctica a la enseñanza de la pragmática en contextos educativos de primaria y secundaria. Dirigido a profesores de lengua primera (L1), segunda lengua (L2) y lengua extranjera (LE), el volumen comienza introduciendo conceptos clave en pragmática, brindando una descripción general de las nociones teóricas en competencia comunicativa y extrapolando las implicaciones pedagógicas que surgen de dichas nociones. Asimismo, este libro recoge los resultados obtenidos a partir de una encuesta realizada entre profesores de idiomas sobre sus puntos de vista y experiencias en la enseñanza de la pragmática lingüística. Finalmente, se propone un modelo pedagógico inductivo-explícito que consta de 5 pasos para aumentar la conciencia metapragmática y desarrollar habilidades pragmáticas receptivas y productivas entre estudiantes de diferentes grupos de edad. Un amplio conjunto de actividades de muestra ilustra cómo poner en práctica el modelo y adaptarlo a las necesidades específicas del alumnado. Palabras clave: ENSEÑANZA DE LA PRAGMÁTICA, CONCIENCIA METAPRAGMÁTICA, DOCENTES L1/L2/LE, EDUCACIÓN PRIMARIA Y SECUNDARIA, PEDAGOGÍA INDUCTIVO-EXPLICITA IT Questo volume presenta un approccio teorico-pratico all’insegnamento della pragmatica in contesti di istruzione primaria e secondaria. Rivolgendosi a insegnanti delle lingue madre (L1), seconda (L2) e straniera (LS), il volume si apre con una presentazione dei concetti chiave della pragmatica, offrendo una panoramica delle nozioni generali sulla competenza comunicativa e delineando le implicazioni pedagogiche che ne derivano. Il libro riporta poi i risultati di un sondaggio condotto tra insegnanti di lingue sul loro punto di vista e sulla loro esperienza con l’insegnamento della pragmatica. Infine, viene proposto un modello pedagogico induttivo-esplicito composto di cinque fasi per raggiungere una consapevolezza metapragmatica e per sviluppare competenze pragmatiche sia recettive sia produttive tra studenti di età diversa. Un ricco repertorio di attività illustra come mettere in pratica il modello e adattarlo ai bisogni specifici degli studenti. Parole chiave: DIDATTICA DELLA PRAGMATICA, CONSAPEVOLEZZA METAPRAGMATICA, INSEGNANTI DI L1/L2/LS, ISTRUZIONE PRIMARIA E SECONDARIA, PEDAGOGIA INDUTTIVO-ESPLICITA
47
Khorsheed, Ahmed, Sabariah Md. Rashid, Vahid Nimehchisalem, Lee Geok Imm, Jessica Price, and Camilo R. Ronderos. "What second-language speakers can tell us about pragmatic processing." PLOS ONE 17, no. 2 (February 18, 2022): e0263724. http://dx.doi.org/10.1371/journal.pone.0263724.
Повний текст джерелаАнотація:
Upon hearing the phrase Some cats meow, a listener might pragmatically infer that ‘Some but not all cats meow’. This is known as a scalar implicature and it often arises when a speaker produces a weak linguistic expression instead of a stronger one. Several L2 studies claim that pragmatic inferences are generated by default and their comprehension presents no challenges to L2 learners. However, the evidence obtained from these studies largely stems from offline-based tasks that provide limited information about how scalar implicatures are processed. This study investigated scalar implicature processing among L2 speakers of English and the degree to which differences in L2 proficiency and Theory of Mind abilities would modulate pragmatic responding. The experiment used an online sentence verification paradigm that required participants to judge, among multiple control items, the veracity of under-informative sentences, such as Some cats are mammals, and to respond as quickly as possible. A true response to this item is indicative of a logical some and perhaps all reading and a false response to a pragmatic some but not all reading. Our results showed evidence that scalar inferences are not generated by default. The answer linked to the pragmatic reading some but not all took significantly longer to make relative to the answer that relies on the logical interpretation some and perhaps all. This processing slowdown was also significantly larger among participants with lower English proficiency. Further exploratory analyses of participants’ Theory of Mind, as measured by the Social Skill subscale in the Autism Spectrum Quotient, revealed that socially inclined participants are more likely than the socially disinclined to derive a scalar inference. These results together provide new empirical insights into how L2 learners process scalar implicatures and thus implications for processing theories in experimental pragmatics and second language acquisition.
48
Gómez, Marjorie N. "Focusing on Speech Acts to Understand and Teach Pragmatics in Language Instruction." Revista Científica de FAREM-Estelí, no. 16 (May 9, 2016): 57–64. http://dx.doi.org/10.5377/farem.v0i16.2605.
Повний текст джерелаАнотація:
Pragmatics is considered to be an important aspect of language instruction. Today, scholars in language instruction recognize that learners must develop linguistic as well as pragmatic competence. Pragmatic competence helps learners understand, employ, and interpret language in context. However, pragmatics is regarded as one of the most strenuous aspects of language teaching and learning. Studies in pragmatics still seek to respond to the question about the teachability of targeted pragmatic features, which opens the question about whether pragmatics can be taught effectively. Can pragmatics be fully taught or must educators focus on key features of pragmatics such as speech acts, which is perhaps currently the most important established part of the subject? Certainly pragmatics and language teaching should accompany each other. However, in order to assist and assess learners in the appropriate use of language in context, language teachers today must receive some explicit instruction about pragmatics themselves. They need to be acquainted with the resources available to teach pragmatic norms. Speech acts, as part of pragmatics, can help teachers orient their instruction on developing a general awareness of how language forms are used in context. Speech acts provide a framework on which teachers can build learning opportunities for L2 pragmatic development. Speech acts can greatly support students´ development of pragmatic competence. Focusing on speech acts to teach pragmatics seems to be the answer today in language instruction; at least until new classroom research arise to help teachers find resources and materials of pragmatic features and norms.
49
Liszka, Sarah Ann. "Advanced grammars and pragmatic processes." EUROSLA Yearbook 6 (July 20, 2006): 79–99. http://dx.doi.org/10.1075/eurosla.6.07lis.
Повний текст джерелаАнотація:
This study starts by testing the assumption that with access to the full range of properties of the language faculty, L2 learners are ultimately successful in assigning target-like meanings to overt forms. A further assumption that can be (implicitly) drawn from this assumption is that L2 pragmatic processes are native-like at Logical Form (in Relevance-theoretic terms, Sperber and Wilson 1986/95). The study focuses on the L2 acquisition of the distributional and interpretational properties of the English present simple (e.g. I cycle to work) and the English present progressive (e.g. I’m cycling to work). Data from advanced L1 French speakers, under varying task conditions, are presented to evaluate these assumptions. In light of any evidence indicating persistent form-meaning mismatches, the results are used to (i) discuss a permanent syntactic deficit as the possible source of difficulty in acquiring target-like form-meaning relationships and (ii) consider the potential implications for pragmatic processes resulting from this deficit.
50
Chen, Yuanshan, and D. Victoria Rau. "Developing Multiple-Choice Discourse Completion Tasks as Pedagogical Materials in L2 Pragmaticserials in L2 Pragmatics." Studies in English Language Teaching 1, no. 1 (February 2, 2013): 106. http://dx.doi.org/10.22158/selt.v1n1p106.
Повний текст джерелаАнотація:
<p>This study reports the development of pragmatics teaching materials in the format of multiple-choice<br />discourse completion tasks (MDCTs) by two groups of American in-service TESOL teachers in the<br />United States. One advantage of using MDCTs as pedagogical materials in L2 pragmatics instruction<br />is that they incorporate positive (i.e., the key) and negative (i.e., the distractors) evidence, both of<br />which have been demonstrated to facilitate language learning in SLA research. The other advantage is<br />that they prepare students for multiple-choice standardized tests, which are very common in<br />test-oriented educational systems like Taiwan, China, Japan and Korea. In this study, we asked one<br />group of teachers to design MDCTs based on social appropriateness. Four months later, we asked the<br />other group of teachers to rate and comment on the content and form of the learner speech act data.<br />Each teacher was then required to construct a multiple-choice pragmatics task with a balance between<br />social appropriateness and grammatical accuracy. We close our paper by discussing the pragmatics<br />tasks created by these teachers and suggesting construction principles as a guide to teaching, learning<br />and assessing L2 pragmatic competence.</p>