Pragmatic Awareness in Second Language Acquisition

Soler, Eva Alcón; P., M.; Jordà, S.

doi:10.1007/978-0-387-30424-3_149

Cited by 37 publications

(22 citation statements)

References 34 publications

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“…In addition to this, the a relationship seems to be stronger in the field of pragmatics, where scholars have claimed that learning L2 pragmatic competence is learning the L2 culture (Alcón & Safont, 2008). Therefore, one may find studies addressing the influence of the on pragmatic acquisition (Bardovi-Harlig, Rose & Nickels, 2008), and works referring to the effect of cultural background (Rafieyan, Sharafi-Nejad, Khavari, Damavand & Eng, 2014), both lines of research involving the same variable.…”

Section: Cultural Backgroundmentioning

confidence: 99%

“…For instance, Alcón and Safont (2008) claim that "second language pragmatics learning is also L2 culture learning" (p. 197). This implies that while L2 learners are in the process of acquiring aspects of the TL, they will inevitably also experience changes in their attitude towards the TL and its culture, and in their views of their own culture.…”

Section: The Role Of Culture On Pragmatic Routinesmentioning

confidence: 99%

“…Since recognition seems to precede production, a pedagogical option could be to focus first on training students to recognize formulas, then teaching them to understand their meanings, and finally working on practice to use them in appropriate contexts. Alcón and Safont-Jordà (2008) propose different methods to raise pragmatic awareness and pragmatic production. To enhance pragmatic recognition, these authors recommend explicit instruction, and the use of awareness-raising activities.…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

“…Regarding production, Alcón and Safont-Jordà (2008) suggest that teaching efforts should address appropriateness -which includes knowledge of the context and situational purpose -and cultural elements. In this sense, an option proposed is to design activities that involve the use of routines in specific contexts.…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

“…This association has been previously pointed out by scholars considering pragmatic instruction. According to Alcón and Safont-Jordà (2008), learning L2 pragmatics also involves learning L2 culture. Moreover, learning culture involves changing one's own worldview and attitudes while learning L2 pragmatics.…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

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Acculturation and acquisition of pragmatic routines in the study abroad context

Hernández¹

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Section: Cultural Backgroundmentioning

confidence: 99%

Section: The Role Of Culture On Pragmatic Routinesmentioning

confidence: 99%

Section: Pedagogical Implicationsmentioning

confidence: 99%

Section: Pedagogical Implicationsmentioning

confidence: 99%

Section: Pedagogical Implicationsmentioning

confidence: 99%

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Acculturation and acquisition of pragmatic routines in the study abroad context

Hernández¹

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Cross‐Cultural Pragmatics

Stadler¹

2018

The Encyclopedia of Applied Linguistics

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Cross‐cultural pragmatics denotes a field of study that concerns itself with how language acquires meaning through context and through its sociocultural embedding. Because meaning is not inherent in the utterances we produce, messages have to be interpreted drawing on contextual information, the dynamics between the speaker and his/her interactional partner(s), and the common knowledge that we share with our interlocutors. What is pertinent to the study of cross‐cultural pragmatics is, therefore, the notion of speaker intention and the inferences interlocutors draw from them. Speaker intention and listener interpretation are rarely fully aligned and the chances of deriving meaning in line with what was intended decreases with the increase in cultural disparities. To enhance our ability to understand cultural differences and better enable sojourners and learners of foreign languages to deal appropriately with communication in their target languages, cross‐cultural pragmatics explores culturally motivated patterns of interactional preferences in certain contextual settings.

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Pedagogic Principles in Digital Pragmatics Learning Materials: Learner Experiences and Perceptions

Wain

Timpe‐Laughlin

2019

ETS Research Report Series

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This study reports on the development and evaluation of a prototype for an interactive, self‐access computer application titled Words at Work that was developed by the authors. Words at Work aims to raise adult English language learners' (ELLs') pragmatic awareness in the English‐medium workplace. The study focuses in particular on the pedagogic principles of second‐language (L2) instruction underlying the design of the computer‐based learning environment and seeks to explore the perceived usefulness of computer‐assisted language learning (CALL)–mediated L2 pragmatic instruction, responding to this overarching research question: To what extent do learners feel that Words at Work successfully operationalizes the principles of teaching L2 pragmatics as proposed in the research literature? Accordingly, we first review teaching principles for L2 pragmatics instruction and present an overview of existing stand‐alone materials for L2 pragmatics learning and teaching. Then, we outline the development and design features of Words at Work, before presenting the findings of a usability study that was conducted with 19 adult ELLs. We found evidence that users desired immersive learning environments that incorporate authentic audiovisual input, personalized and immediate feedback, and extensive opportunities for interaction and self‐reflection. Implications for the design of computer‐mediated L2 pragmatic learning tools and tasks will be discussed both for instruction and assessment.

show abstract

Pragmatic Awareness in Second Language Acquisition

Cited by 37 publications

References 34 publications

Acculturation and acquisition of pragmatic routines in the study abroad context

Acculturation and acquisition of pragmatic routines in the study abroad context

Cross‐Cultural Pragmatics

Pedagogic Principles in Digital Pragmatics Learning Materials: Learner Experiences and Perceptions

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