Interlanguage Pragmatic Motivation: Its Construct and Impact on Speech Act Production

Abstract

The aim of this pioneering study was to define and describe motivation for the acquisition of interlanguage pragmatic competence. Interlanguage pragmatic motivation was investigated from two perspectives: (1) general pragmatic motivation, displaying L2 learners’ motivation to acquire pragmatic strategies, pragmatic routines, politeness strategies, turn-taking patterns, and cultural familiarity; and (2) speech-act-specific motivation, representing learners’ motivation to acquire the pragmalinguistic forms and sociopragmatic norms of performing speech acts. Seventy-five EFL learners were studied using two pragmatic motivation questionnaires and a discourse completion task. The relationships among the general pragmatic motivation, speech-act-specific motivation, and pragmatic production were then investigated. The findings showed that EFL learners are highly motivated to learn English language pragmatic features from both motivational perspectives. Further analyses revealed that the learners fell short of having satisfactory L2 pragmatic production. Regression equations revealed that speech-act-specific motivation has the explanatory power of predicting pragmatic production in EFL learners but general pragmatic motivation does not manifest such an influence on L2 learners’ production. It is concluded that high general pragmatic motivation does not necessarily correlate with better pragmatic production.

Character Education and Creativity of Ideas in the Speech Acts of the Main Character of the Fantasy Text Based on Local Wisdom

“…The types of illocutionary categorized with the term of Speech Acts Schema namely the classification of speech acts based on the type of action expressed by speakers (Syukur, 1993).…”

“…Fourth, analyzing the type of speech acts as a pragmatic representation in a textbook (Limberg, 2016;Meihami & Khanlarzadeh, 2015;Minh, 2011). Fifth, describes the effect of instruction, motivation, and strategy on developing speech acts and pragmatic competencies for learners of the second language/ foreign languages (Bardovi-Harlig, Mossman, & Vellenga, 2015;Tajeddin & Moghadam, 2012;Yazdanfar & Bonyadi, 2016;Zangoei, Nourmohammadi, & Derakhshan, 2014). Sixth, reviewing the use of speech acts on social media Facebook, speech acts carried out by scientists, speech acts of second language learners (Carr, Schrock, & Dauterman, 2012;Marks, 2014).…”

“…Based on the description, the author will analyze the main character's speech act named Nataga with the aim of describing the types of speech acts that represent the strengthening of character education and contain creative ideas as the confirmation of the identity of the Indonesian nation. In this study, the author will analyze the illocutionary speech acts to examine the direct speech acts of the main characters who refer to Ibrahim's ilokusi classification (Syukur, 1993). For guidance on strengthening character education analysis sourced from Sriwilujeng (Sriwilujeng, 2017).…”

Data mining in foreign language learning

“…However, there are some papers in which DM is used for each isolated application, for instance learner motivation (13% of papers), learning styles (8%), provide feedback for instructors (9%), detecting language anxiety (6%), predicting performance (14%), L2 orientations (8%), language reading comprehension (5%), and detecting grammar issues and assessment (7%). In this analysis, the DM applications most frequently used in the context of FLL are: Predicting performance (Linck et al, 2013;Seker, 2016;Swanson et al, 2016;Wang & Cheng, 2016;Whitehill & Movellan, 2018), learner motivation (Apple, Falout, & Hill, 2013;Li & Zhou, 2017;Saeed et al, 2014;Tajeddin & Moghadam, 2012), provide feedback for instructors (Coskun & Mutlu, 2017;Jiang & Lee, 2017;Kaoropthai, Natakuatoong, & Cooharojananone, 2016;Kieffer & Lesaux, 2012;Rodriguez & Shepard, 2013;Zhao et al, 2015), learning styles (Aslan et al, 2014;Farrington et al, 2015;Hamedi, Pishghadam, & Ghazanfari, 2016;Hsiao, Lan, Kao, & Li, 2017), detecting language anxiety (Baghaei & Ravand, 2015;Cakir & Solak, 2014;Guntzviller et al, 2016;Martin & Valdivia, 2017), and L2 orientations (Allen et al, 2014;Lou & Noels, 2017;Maqsood et al, 2016;Winke, 2013). Figures 8 and 9 show the correlation between the educational level in where the articles mentioned to have developed their proposal and the EDM methods and applications that has been used, respectively.…”

Interlanguage Pragmatic Motivation in EFL Context

“…An interlanguage pragmatic motivation has been investigated from the general pragmatic motivation and speech-act-specific motivation to reveal the students' pragmatic production (Tajeddin and Moghadam, 2012). The construct of interlanguage pragmatic motivation deal with the reasons for learning a second/ foreign language, particularly grammar and vocabulary, personal goal, attitudes toward language class and language teacher, anxiety, learning preferences, and even learning strategies.…”