Individual Difference Factors for Second Language Pragmatics

Taguchi, Naoko; Kostromitina, Maria; Wheeler, Holly Lynn

doi:10.4324/9781003270546-26

Cited by 5 publications

(3 citation statements)

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“…The unique challenges associated with each language skill, as pointed out by the educators, are also well-documented in the literature. For instance, researchers have noted the demands of real-time language processing in listening comprehension (Al-Shamsi et al, 2020), the need for a nuanced understanding of cultural and idiomatic expressions in reading comprehension (Niño, 2020), the challenges in pronunciation, intonation, and fluidity in speaking (Octaberlina & Muslimin, 2022), the need for a firm command of language structure in writing (Hyland et al, 2022), and the importance of understanding the social and cultural context in pragmatic competence (Taguchi et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Challenges in Promoting Learner Autonomy

Marzuki

Indrawati

2023

Pioneer. J. Lang. Lit

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: The concept of learner autonomy has garnered significant attention from scholars, educators, policy makers, and researchers across various countries. However, In Indonesia, the body of research dedicated to learner autonomy is still growing, with specific attention needed to identify potential obstacles that might deter its promotion. This study, therefore, aims to delve into the socio-cultural challenges encountered by secondary school teachers when fostering learner autonomy.This investigation is crucial, as socio-cultural influences appear to be a significant barrier for English as a Foreign Language (EFL) students in Indonesia. The study adopted a qualitative descriptive research approach, utilizing a purposive sampling technique to select participants based on specific criteria. These included senior high school teachers with over five years of experience at their respective schools, who were also willing to participate in interviews. In total, six English teachers from different senior high schools within a single Indonesian province contributed to this study. The data were collected through semi-structured interviews, and the teachers' responses were quoted and interpreted in light of the data analysis and supporting theories from relevant literature. The findings revealed three primary socio-cultural barriers impeding the promotion of learner autonomy: (1) barriers due to language issues, (2) barriers related to a limited worldview, and (3) institutional barriers. This research implies that promoting learner autonomy in language learning requires adjustments in teaching strategies, curriculum design, and institutional policies. Research suggestions are also provided to further research to address the limitation of the current study. Keywords: Challenges, Learner Autonomy, Socio-Cultural Barriers

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Section: Discussionmentioning

confidence: 99%

Teachers’ Challenges in Promoting Learner Autonomy

Marzuki

Indrawati

2023

Pioneer. J. Lang. Lit

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“…The focus on proficiency originates from the assumption that general proficiency is a prerequisite for pragmatic competence (see Taguchi et al, 2022). That is, learning L2 pragmatics requires learners to attain a certain level of proficiency.…”

Section: Literature Reviewmentioning

confidence: 99%

“…There is a consensus among L2 pragmatics researchers that foreign language (FL) learners do not acquire pragmatic competence in an identical manner. This variability can be attributed to documented evidence wherein researchers have examined the interrelationship between learners' variables, contextual factors, and the development of pragmatic abilities (Taguchi et al, 2022). Factors such as gender and cognitive abilities (e.g., Malmir & Derakhshan, 2020), motivation, (e.g., Zhang & Papi, 2021), personality (e.g., Taguchi, 2019), proficiency (e.g., Sağdıç, 2021), and aptitude (e.g., Derakhshan & Malmir, 2021) play a significant role, particularly among "participants within the same physical context, [or] over the same period" (Taguchi & Roever, 2017, p. 209), in providing fundamental insights into how pragmatic aspects are observed and acquired within EFL contexts.…”

Section: Introductionmentioning

confidence: 99%

The Interplay Between L2 Motivation and Proficiency in Predicting EFL Learners’ Pragmatic Engagement

Alsmari

2023

jltr

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Drawing on self-determination theory and L2 pragmatics, this study scrutinizes how two motivational dimensions (autonomous and controlled) can affect EFL learners’ behavioral engagement in learning pragmatics across various English proficiency levels. One hundred ninety-eight Saudi EFL learners were surveyed for their English proficiency level, L2 motivation, and pragmatic engagement. The findings revealed an overall significant positive correlation between EFL learners’ L2 motivation and pragmatic engagement. Autonomous and controlled motivations were significantly and positively correlated with pragmatic engagement among all the English proficiency groups. Learners with advanced proficiency exhibited significantly higher correlations than their counterparts, indicating that L2 motivation mediated by proficiency predicted pragmatic engagement. Learners with higher levels of English proficiency were more sensitive to the pragmatic aspects of the language and, therefore, more motivated toward active engagement in pragmatically oriented contexts than intermediate and upper-intermediate learners.

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Language attitude effects on L2 pragmatics

Hernández

2023

Language Learning &Amp; Language Teaching

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This chapter explores the relationship between second language (L2) pragmatic competence and language attitude, an individual difference (ID) that has received scant attention in the field of Interlanguage Pragmatics. Additionally, it examines the role instruction may play in such a relationship, drawing from the idea that instruction in the foreign language context may guide students’ language attitudes and in turn enhance their L2 pragmatic skills. Seventy-three English as a Foreign Language students completed a questionnaire about attitude towards English as an International Language, and gave academic oral presentations that elicited the use of pragmatic markers. Moreover, a subset of 34 students received instruction on L2 pragmatics from an English as an International Language perspective. The results revealed an interplay among language attitude, instruction and L2 pragmatic competence which highlights the importance of focusing on students’ IDs to maximise their pragmatic learning.

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Individual Difference Factors for Second Language Pragmatics

Cited by 5 publications

References 0 publications

Teachers’ Challenges in Promoting Learner Autonomy

Teachers’ Challenges in Promoting Learner Autonomy

The Interplay Between L2 Motivation and Proficiency in Predicting EFL Learners’ Pragmatic Engagement

Language attitude effects on L2 pragmatics

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