Motivation and Second Language Pragmatics: A Regulatory Focus Perspective

Abstract

This study investigates how learners’ chronic motivational characteristics, that is their regulatory focus (Higgins, 1997), can account for differences in L2 pragmatic production in general and across situations with different levels of power, social distance, and imposition. One-hundred-twenty-one L1-Mandarin learners of English as a second language completed a regulatory focus questionnaire and a discourse completion task focusing on two types of speech acts: request and opinion. Multiple regression results showed that learners’ promotion focus, concerned with advancement, growth, accomplishments, positively predicted their pragmatic production in general, and especially in situations where the learner is subject to a higher degree of imposition, has lower power and is socially distant from the interlocutor. On the other hand, the prevention focus, which is concerned with safety, security, and calmness, negatively predicted pragmatic production, especially in those situations. The findings provide support for the role of motivational dispositions in the level of learners’ L2 pragmatic competence. Theoretical and instructional implications are discussed.

English learning motivation and pragmatic competence: Correlational study of non-English major postgraduate students in java

“…In conclusion, the L2 learning motivation correlates with L2 pragmatic competence. Although the correlational degree in this current research was moderate and is different from previous research studies (Badrkoohi, 2018;Mirzaei & Forouzandeh, 2013;Zhang & Papi, 2021) which have strong correlation degree in their research, the important thing needs to be realized that this current research has a positive correlation between L2 learning motivation and L2 pragmatic competence. So, the L2 learning motivation contributes to the successful L2 pragmatic competence, especially for the postgraduate program both English major and non-English major students.…”

“…Another research was by Zhang and Papi (2021) who investigated learners' motivational character which influenced their L2 pragmatic competence in various situations. Afterward, they found that learners with certain types of motivational characteristics influenced their focus, were concerned with advancement, growth, and accomplishment, and positively predicted pragmatic production.…”

Motivational dispositions predict qualitative differences in oral task performance

“…The study found no effects for the loss framing but positive effects for the gain framing of the task on the outcome variable. Zhang and Papi (2021) examined how L1-Mandarin ESL learners’ regulatory focus affected their L2 pragmatic production, which was measured using discourse completion tasks. The results of the study revealed that the chronic promotion focus positively predicted the L2 pragmatic production and especially so when the scenarios used involved a higher degree of imposition, lower power, and greater social distance from the interlocutor.…”

English Preparatory School Learners’ Pragmatic Motivation in a StudyAbroad Setting

“…Some studies contend that language often contains ambiguity and indirectness, where the intended meaning is not explicitly stated, and teaching students to recognize and interpret these indirect cues, such as sarcasm, irony, or euphemisms, can be challenging (Panahzadeh & Asadi, 2019). Equally, pragmatic competence also involves understanding nonverbal cues like facial expressions, gestures, and body language, and teaching students to interpret and use these cues appropriately is crucial for effective communication, which may be demanding in many teaching settings (Zhang & Papi, 2021). Idioms, proverbs, and colloquialisms are common in language but can be difficult for non-native speakers to understand (Tabatabaei & Farnia, 2015).…”

“…Some studies assert that traditional language teaching often focuses on grammar and vocabulary, neglecting pragmatic skills. Incorporating pragmatic instruction into language curricula requires specialized teaching methods and materials that some teachers may not possess (Zhang & Papi, 2021). However, motivated students will be ready to learn, provided the instruction is tailored to their needs (Panahzadeh & Asadi, 2019).…”