Pragmatic Transfer

Bou‐Franch, Patricia

doi:10.1002/9781405198431.wbeal0932

Cited by 24 publications

(13 citation statements)

References 17 publications

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“…Consequently, Schmidt, together with other authors, such as Thomas (1983) or Richards and Sukwiwat (1983) among others claim that a direct approach to the teaching of the pragmatics of the L2 is compulsory. Bou-Franch (1998) believes that "if the nonnative speakers are consciously aware of the pragmalinguistic and sociopragmatic similarities and differences between their native and target languages, then negative outcomes of transfer will most probably be inhibited" (p. 5). Therefore, teachers are responsibility for providing the students with the necessary tools to help them make the appropriate pragmalinguistic and sociopragmatic decisions in the target language.…”

Section: Discussionmentioning

confidence: 99%

“…Accordingly, contrastive analysts believed that the L1 interfered with L2 learning. The CAH suggested that where two languages were different, there would be negative transfer or interference since learners would experience difficulty that would result in the production of errors; and that where two languages were similar, there would be positive transfer since learning would be facilitated and no errors would result (Franch, 1998). Franch continued that this led to different ways of accounting for the role of the first language in target language.…”

Section: Historical View Of Language Transfermentioning

confidence: 99%

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Motivation and Interlanguage Pragmatics in Iranian English Language Learners

Khorshidi¹,

Nimchahi²

2013

ELT

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It is generally believed that interlanguage pragmatics and motivation play important roles in learning. Motivation is important because it determines the extent of the learner's active involvement and attitude toward learning. The major purpose of this study was to investigate the impact of integrative and instrumental motivation on the development of interlanguage pragmatics (ILP) in Iranian English language learners. A secondary goal of this study was to assess the effect of the type of motivation on pragmatic transfer. To this end, the Attitude/Motivation Test Battery (AMTB) developed by Gardner (1985) was given to the students to distinguish learners with integrative and instrumental motivation. Finally, 40 integratively and 40 instrumentally motivated learners were selected as participants. Then, a Discourse Completion Task (DCT) regarding pragmatic transfer developed by the researchers was administered to the two groups. Two weeks later another interlanguage pragmatics Discourse Completion Task (DCT) was administered in order to elicit the required data from both groups. The findings demonstrate that there is a significant relationship between type of motivation and interlanguage pragmatic development and the amount of negative pragmatic transfer as well. More precisely, this study revealed that integratively motivated learners performed significantly better than instrumentally motivated learners in both ILP development and pragmatic transfer.

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Section: Discussionmentioning

confidence: 99%

Section: Historical View Of Language Transfermentioning

confidence: 99%

Motivation and Interlanguage Pragmatics in Iranian English Language Learners

Khorshidi¹,

Nimchahi²

2013

ELT

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“…Some scholars insist that generally transfer can be explained through transferring concepts and ways thoughts are presented in different languages (e.g., Arran, 2005;Bou Franch, 1998;Heij, Hooglander, Kerling & Velde ,1996;Jarvis, 2011;Pavlenko, 2000;andVon Stutterheim, 2003, 2005-the last is cited in Ellis, 2008). In the present study, the researcher found out that, such inattentions led to the use of discursive transfer, pragmatic transfer, conceptual transfer, and sociolinguistic transfer which comprises 43.18% of all the kinds of transfer used in this study.…”

Section: International Journal Of Linguisticsmentioning

confidence: 99%

Bidirectional Crosslinguistic Influence in Language Learning: Linguistic Aspects and Beyond

Moattarian

2013

IJL

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The term crosslinguistic influence is used to describe the cognitive process of applying the knowledge of one language to that of another. Dealing with transfer as a fact in the process of language learning, one should not only consider the linguistic differences but also many other factors such as social, cultural, pragmatic, conceptual, etc., which all play crucial roles in the process of language learning. This descriptive study was thus set to find out different kinds of transfer crosslingually. To this end, 70 Iranian junior EFL university students were randomly selected and assigned to two groups of 35 to do translation tasks; in one, they were required to translate a text from L1 to L2 (Persian to English) and in the other group, the participants were asked to translate the same text but this time from L2 to L1 (English to Persian). The data was then analyzed based on a ten-item taxonomy provided by Jarvis and Pavlenko (2008). Close analysis of the data along with relevant statistical analysis revealed that there was a significant difference between the use of transfer in these two tasks. Moreover, the participants not only transferred linguistically but also conceptually.

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“…As has been pointed out earlier, the field responsible for how L2 speakers develop, comprehend, and produce pragmatic patterns is called ILP, with the generalization being that native speakers and L2 learners differ as to how they use their pragmatic knowledge (Ellis, 1994;Kasper and Rose, 1999, amongst others). This apparent mismatch results in Pragmatic Transfer (Bou-Franch, 1998), as a result of L2 learners falling back on their L1 pragmatics iii to comprehend and produce the pragmatics of L2.…”

Section: Pragmatic Competence and Slamentioning

confidence: 99%

The Importance of Pragmatic Competence in the EFL Curriculum: Application and Implications*

Loutfi¹,

Ameen²

2017

Preprint

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The field of language teaching and curriculum development has been characterized by its constant development, with a concomitant impact on the quality of education and training. The drive is mostly due to the rapidly changing world characterized by globalization and the result of openings on other fields of research. One area that has informed this field is the teaching of L2 pragmatic competence, with the commonly expressed generalization being that there is a gap between what research in pragmatics has found and how language is generally taught today (Ishihara & Cohen, 2010). On this view, this paper purports to investigate the role of pragmatic competence in the teaching of English. We provide evidence that language proficiency should not only be equated with grammatical well-formedness, but also with how to use it appropriately and efficiently in the target language. This being the case, however, we will show that the implementation of this view is far from being easy, especially in a trend that has for long been characterized by a focus on the grammatical competence, both in terms of training and curriculum design. This is paired with a similar difficulty in terms of how to translate the pragmatically-based approach into L2 classroom practices and how to identify modes of assessment. Addressing these issues, we believe, will shed light on some of the challenges and implications on the teaching of English along with the applicability of the suggested approach to the current ELT reform in the Arab world in general and in Morocco in particular.

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Pragmatic Transfer

Cited by 24 publications

References 17 publications

Motivation and Interlanguage Pragmatics in Iranian English Language Learners

Motivation and Interlanguage Pragmatics in Iranian English Language Learners

Bidirectional Crosslinguistic Influence in Language Learning: Linguistic Aspects and Beyond

The Importance of Pragmatic Competence in the EFL Curriculum: Application and Implications*

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