Advanced Second Language Pragmatic Competence

Taguchi, Naoko

doi:10.1002/9781119261650.ch26

Cited by 17 publications

(16 citation statements)

References 53 publications

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“…As such, David made close NS friends and found a girlfriend from the US, Jeff enrolled in the theatre club, and Emma joined a music band and participated in volunteering projects with NSs. These findings echo case study investigations that have explored the association of pragmatic gains with SA students' socializing practices (Diao, 2011;Kinginger, 2008;Shively, 2008;Taguchi, 2011b), as well as with their personalities (Shimura, 2003;Taguchi, 2014), finding a positive influence of both variables on pragmatic learning. For example, in Kinginger and Farrell's (2004) Participants' identity, that is, the desire to maintain their heritage identity or adopt that of the TL society, also seemed to influence pragmatic gains in the present study.…”

Section: Discussion Of Findingssupporting

confidence: 80%

“…Results showed that personality directly affected type of advice-giving expression, as introverted students produced significantly more direct expressions, while extroverted ones used more indirect forms of advice. Taguchi (2014), however, did not find an association between extroverted vs.…”

Section: Personalitymentioning

confidence: 72%

“…To the best of our knowledge, two studies have focused on the effect of learners' personality on pragmatic acquisition (Shimura, 2003;Taguchi, 2014). Shimura (2003) operationalized personality as an introverted vs. an extroverted nature, and pragmatics in terms of ability to give advice in formal situations by Japanese ESL learners.…”

Section: Personalitymentioning

confidence: 99%

“…In addition to the investigations mentioned above, a few other studies already mentioned in this chapter (see section 2.3) have addressed the effect of specific acculturation aspects on pragmatic competence: identity (Siegal, 1995), personality (Taguchi, 2014), motivation (Eslami & Ahn, 2014), and sociocultural distance Rafieyan et al, 2014).…”

Section: Acculturation and Pragmatic Learningmentioning

confidence: 99%

“…In addition to Schmidt (1983), there are studies that have 134 examined how different aspects of acculturation affect the acquisition of varied pragmatic aspects. These investigations focus on how pragmatic competence is determined by socialization (Diao, 2011;Kinginger, 2008;Shively, 2008;Taguchi, 2011b), identity (Siegal, 1995), motivation (Eslami & Ahn, 2014), and personality (Taguchi, 2014) (see section 3.3).…”

Section: Research Question 1 (Rq1): Does Study Abroad Make a Differenmentioning

confidence: 99%

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Acculturation and acquisition of pragmatic routines in the study abroad context

Hernández¹

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Section: Discussion Of Findingssupporting

confidence: 80%

Section: Personalitymentioning

confidence: 72%

Section: Personalitymentioning

confidence: 99%

Section: Acculturation and Pragmatic Learningmentioning

confidence: 99%

Section: Research Question 1 (Rq1): Does Study Abroad Make a Differenmentioning

confidence: 99%

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Acculturation and acquisition of pragmatic routines in the study abroad context

Hernández¹

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A Case Study of a Preschool Child’s Compliment Expression Based on Schema Theory

Xie

2024

Lecture Notes in Computer Science

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Pragmatic Development During Study Abroad: An Analysis of Spanish Teenagers’ Request Strategies in English Emails

Soler

2017

Ann Rev Appl Linguist

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Previous research has shown that adolescent second language learners benefit from pragmatic instruction during study abroad (Alcón-Soler, 2015). As a follow-up investigation, the present study looked at late adolescent study-abroad learners, and it examined both the immediate effect of pragmatic instruction and the pragmatic trajectories that adolescent learners follow once they move from the instructional context to real email communication. Email requests in English produced by 60 (30 treatment and 30 control) Spanish teenagers studying in England were analyzed with regard to the impact of instruction on the frequency of indirect request strategies and internal modifiers. In addition, the pragmatic trajectories of two learners—one high producer and one low producer of request modifiers—were analyzed qualitatively on four separate occasions during the study-abroad experience. The findings show the positive effects of instruction on learners’ use of indirect request strategies and request modifiers. However, there is no homogeneous pattern of change during participants’ study-abroad experiences. Closer examinations of the pragmatic trajectories of two learners show that learners’ perceptions of request imposition or their desire to be accepted in the community in which they find themselves may explain pragmatic changes.

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Advanced Second Language Pragmatic Competence

Cited by 17 publications

References 53 publications

Acculturation and acquisition of pragmatic routines in the study abroad context

Acculturation and acquisition of pragmatic routines in the study abroad context

A Case Study of a Preschool Child’s Compliment Expression Based on Schema Theory

Pragmatic Development During Study Abroad: An Analysis of Spanish Teenagers’ Request Strategies in English Emails

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