The effects of deductive instruction and inductive instruction on learners’ development of pragmatic competence in the teaching of Chinese as a second language

System ◽  
2017 ◽  
Vol 70 ◽  
pp. 26-37 ◽  
Author(s):  
Xuedan Qi ◽  
Chun Lai
Keyword(s):  
Second Language ◽  
Pragmatic Competence ◽  
Deductive Instruction

An analysis of pragmatic content in EFL textbooks for young learners in Croatia

2021 ◽  
pp. 136216882098693
Author(s):  
Eva Jakupčević ◽  
Mihajla Ćavar Portolan
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Speech Acts ◽  
Primary Schools ◽  
Communicative Competence ◽  
Essential Element ◽  
Pragmatic Competence ◽  
Young Learners ◽  
Language Classes ◽  
Insight Into

Pragmatic competence is an essential element of communicative competence, which makes it relevant for speakers of all ages, including young language learners (YLLs). Despite the recognized importance of pragmatics, research of textbooks for adult second language (L2) learners to date has found them lacking in their approach to this key aspect of language. However, there is very little research of pragmatics in textbooks for YLLs, which would provide insight into the extent to which these materials can support teachers in including elements of pragmatic competence into their language classes. The present study aims to fill this gap by determining how much pragmatic content is included in 18 textbooks used in Croatian primary schools with learners aged 9–12 years. The textbooks are compared in regard to the percentage of pages with pragmatic content as well as the different speech acts that receive explicit attention in them. The main finding of the study is the great amount of inconsistency when it comes to the scope and treatment of pragmatic content, with some textbooks proving extremely lacking. The results present a concerning picture as all of the students using these diverse textbooks should be following the same curriculum which emphasizes the development of communicative competence.

Řečové akty omluvy u českých studentů v angličtině (L2): vybrané výsledky pilotáže

2019 ◽  
pp. 157-188
Author(s):  
Marie Vališová
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
University Students ◽  
20Th Century ◽  
Speech Acts ◽  
Linguistic Competence ◽  
Pragmatic Competence ◽  
Shed Light

During the second half of the 20th century, there was a shift in focus in second language acquisition research from linguistic competence to communicative and pragmatic competence (Hymes, 1972; Canale & Swain, 1980; Canale, 1983; Bachman, 1990; Bachman & Palmer, 1996; Usó-Juan & Martínez-Flor, 2006). This resulted in a growing number of studies on speech acts in general. Motivated by a lack of studies on the speech acts of apology in conversations of Czech learners of English as a foreign language, my dissertation project aims to shed light on apology strategies used by Czech university students.

The Development of Pragmatic Competence

1996 ◽  
Vol 55 ◽  
pp. 103-120
Author(s):  
Gabriele Kasper
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Pragmatic Competence ◽  
Interlanguage Pragmatics ◽  
Social Psychological ◽  
Pragmatic Development ◽  
Psychological Theories ◽  
Research Findings

Unlike other areas of second language study, which are primarily concerned with acquisitional patterns of interlanguage knowledge over time, most studies in inter-language pragmatics have focused on second language use rather than second language learning. The aim of this talk is to profile interlanguage pragmatics as an area of inquiry in second language acquisition research, by reviewing existing studies with a focus on learning, examining research findings in interlanguage pragmatics that shed light on some basic questions in SLA, exploring cognitive and social-psychological theories that might offer explanations of different aspeas of pragmatic development, and proposing a research agenda for the study of interlanguage pragmatics with a developmental perspective that will tie it more closely to other areas of SLA.

scholarly journals Second language learners’ divergence from target language pragmatic norms

2016 ◽  
Vol 6 (2) ◽  
pp. 249-269 ◽  
Author(s):  
Maria Pia Gomez-Laich
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Nonnative Speakers ◽  
Target Language ◽  
Pragmatic Competence ◽  
L2 Pragmatics ◽  
Direct Explanation ◽  
The Individual

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?

scholarly journals Pragmatic competence in English at the VG1 level: To what extent are Norwegian EFL students able to adapt to contextual demands when making requests in English?

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Silje Brubæk
Keyword(s):  
Second Language ◽  
First Language ◽  
Language Choice ◽  
Pragmatic Competence ◽  
Pragmatic Development ◽  
L1 Transfer ◽  
Strong Focus ◽  
Completion Test ◽  
Efl Students ◽  
The Subject

The present article presents an investigation of Norwegian students of English as a foreign language (EFL) and their pragmatic competence in English. The importance of developing such a competence receives a strong focus in the English subject curriculum. However, very few studies have been conducted in the field of pragmatics in Norway, and even fewer Norwegian studies have focused on students’ pragmatic competence in a second language. The purpose of this study was therefore to investigate whether Norwegian EFL students would be familiar with and show awareness of English politeness norms and pragmatic conventions when having to communicate in English. Would they be able to adapt their language, choice of strategy and level of formality to the contextual demands when making requests in the second language (L2)? Forty students answered a simplified version of a discourse completion test (DCT) consisting of four different situations in which the students had to make requests. The results, which were analysed by means of Brown and Levinson’s theory of face threatening acts, indicated that most of the students were at one of the beginning stages of English pragmatic development. Their language use was characterized by first language (L1) transfer and overuse of familiar and informal expressions. When faced with more formal and demanding situations, they fell short and clearly lacked the knowledge and competence that would allow them to communicate successfully. It can be argued that these findings might indicate a lack of focus in Norwegian schools when it comes to developing students’ pragmatic competence. If this is true, an important part of the subject curriculum is being neglected.

scholarly journals The Case Study of Pragmatic Failure in Second Language of Pakistani Students

2019 ◽  
Vol 9 (4) ◽  
pp. 200
Author(s):  
Muhammad Asif ◽  
Zhiyong Deng ◽  
Zahoor Hussain
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Cultural Awareness ◽  
Descriptive Analysis ◽  
Pragmatic Competence ◽  
Placement Test ◽  
Pragmatic Failure ◽  
L2 Learners ◽  
Level Of Significance ◽  
High Level

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.

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