Proficiency effect on L2 pragmatic competence

Xiao, Feng

doi:10.14746/sllt.2015.5.4.3

Cited by 36 publications

(24 citation statements)

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“…Neben den spezifisch auf das Russische ausgerichteten methodisch-didaktischen Untersuchungen von Kolotova & Kofanova (2012) und Stadler (2015a, 2015b sei hier noch überblicksartig eine Reihe von Arbeiten vorgestellt, die sich der soziolinguistischen Kompetenz (Krulatz 2014(Krulatz , 2015 -ebenfalls für das Russische), der pragmatischen (Kanik 2013, Xiao 2015 und soziopragmatischen Kompetenz (Blattner & Fiori 2011) in anderen Sprachen widmen. So untersucht Krulatz (2014) …”

Section: Ein Kurzer Forschungsüberblickunclassified

«Что вы скажете в этой ситуации?» – Die soziopragmatische Komponente kommunikativer Kompetenz im Russischunterricht – wie entwickeln, wie bewerten?

Stadler¹

2018

Didaktik Der Slawischen Sprachen – Beiträge Zum 1. Arbeitskreis in Berlin (12.–14.9.2016)

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В данной статье поднимается вопрос о статусе социопрагматической компетенции на уроках русского языка как иностранного (РКИ), а также ее развитии и оценке с учетом сложности обучения русскому языку в силу его системной специфики. Oконченное онлайн анкетирование преподавателей РКИ в Германии, Австрии, Южном Тироле и Швейцарии показывает, что прагматическим и социолингвистическим особенностям русского языка в школе не уделяют достаточного внимания. Поэтому, во-первых, для ознакомления будущих преподавателей РКИ с вышеуказанной темой был проведен ряд семинарских занятий в университете г. Инсбрука, одной из целей которых являлось сознательное развитие социопрагматической компетенции. Во-вторых, учащимся второго курса того же университета был предложен тест дополнения речевого акта в соответствии с заданной ситуацией (discourse completion test). Результаты продемонстрировали, что при уровне владения языком B1 немецкоязычные студенты передают информацию менее адекватно и приемлемо, чем билингвы или носители языка. Особенно это заметно по отношению к таким навыкам как «изложение намерения речевого акта», «регистр общения» или «эмоциальность высказывания». Таким образом, автор приходит к выводу, что коммуникативный и деятельностный подход не может и не должен исключать социопрагматическую компетенцию на уроках русского языка.

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Section: Ein Kurzer Forschungsüberblickunclassified

«Что вы скажете в этой ситуации?» – Die soziopragmatische Komponente kommunikativer Kompetenz im Russischunterricht – wie entwickeln, wie bewerten?

Stadler¹

2018

Didaktik Der Slawischen Sprachen – Beiträge Zum 1. Arbeitskreis in Berlin (12.–14.9.2016)

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“…Thirdly, pragmatic development during SA is likely to vary across individual learners, and particularly across learners of different proficiency levels (e.g. Al-Gahtani & Roever, 2012; see Xiao, 2015b, for a discussion of the effects of proficiency on L2 pragmatic development, and Sánchez-Hernández & Alcón-Soler, forthcoming 2018, for a review of the influence of individual differences on L2 pragmatic development).…”

Section: Introductionmentioning

confidence: 99%

Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines

Hernández

Soler

2019

Journal of Pragmatics

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Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines The present study investigates second language (L2) learners' pragmatic development during study abroad (SA) programs by focusing on the recognition of pragmatic routines, and how sociocultural adaptation and intensity of interaction influence pragmatic gains. It is a longitudinal investigation that employed a mixed-method approach. Thirty-one Brazilian students in their first semester of study in a US university completed a pretest and posttest version of a sociocultural adaptation questionnaire, a language contact survey, and a routine recognition test. Quantitative data were complemented with qualitative information from semi-structured interviews with 2 of the participants, who provided details about the nature of their adaptation experiences and the patterns of interaction they held during the sojourn. Findings revealed that the recognition of pragmatic routines significantly increased during a semester abroad, and that this development was influenced by both sociocultural adaptation and intensity of interaction, interaction being the main predictor of pragmatic gains. Results from this study emphasize the importance of SA programs for the acquisition of pragmatic routines, and suggest that learners' willingness to acculturate in the SA environment, and exposure to recurrent situations outside of the classroom are determinant aspects for routine recognition. Keywords: L2 pragmatic development; interlanguage pragmatics; pragmatic routines; sociocultural adaptation; intensity of interaction; pragmatic awareness 2. Theoretical background 2.1 Pragmatic development in the study abroad context In the recent years, the field of Interlanguage Pragmatics (ILP) has seen a proliferation of longitudinal studies addressing the development of pragmatic competence over a period of time studying abroad (see Xiao, 2015a, for a review of longitudinal ILP studies). As different scholars have argued (e.g. Taguchi, 2015), developmental studies are particularly necessary in the ILP field. Given the non-linear and variable nature of L2 pragmatic development, the analysis of the processes rather than the outcomes of SA provides a more comprehensive understanding of the SA experience. Nowadays, there is substantial evidence of the benefits of participation in SA programs for the development of L2 pragmatic ability (Barron, 2003;

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“…Interestingly, as it ocurred with responses to the SOD-high situation, it is important to note that the higher group was more likely to negotiate a complaint across scenarios compared to the lower group, who barely used the negotiation sub-strategies. Following Xiao's (2015) suggestions, a possible explanation of these results could be that higher proficiency learners had more knowledge of fixed pragmalinguistic forms to perform the conventional acts of requesting and suggesting, whereas lower proficiency learners had a limited knowledge of those formulas.…”

Section: Strategiesmentioning

confidence: 86%

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mentioning

confidence: 99%

“…However, as claimed by Kasper and Smith (1996), in order to have more insights on the development of pragmatic competence research on learner-based factors is needed. Among the factors examined, L2 proficiency has been a popular factor since it has been regarded as a precondition of pragmatic competence (Xiao, 2015). Research on the effect of language proficiency on L2 pragmatics seems to provide somewhat mixed results.…”

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confidence: 99%

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Proficiency Effect on EFL Learners’ Realization of Complaints

Usó-Juan¹,

Flor²

EPiC Series in Language and Linguistics

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Research on the effect of language proficiency on L2 pragmatics seems to provide somewhat mixed results (Xiao, 2015). On that account, this paper investigates the effect of English language proficiency on English language learner's use of complaining strategies in contrasting situations which varied according to the sociopragmatic factors of social status, social distance and severity of offense. Results show that learners at two proficiency levels demonstrated similar patterns with regard their use of buffer and complaint super-strategies across situations. However, negotiation super-strategies were more frequent across situations in the higher proficiency group. These findings are discussed and pedagogical implications suggested. IntroductionA major goal in learning a second/foreign language (L2) is to be able to communicate appropriately in the L2, which in turn requires not only mastery over the features of the language system but also over the pragmatic rules of language use. In fact, in cross-cultural communication, failure to do so may lead to unintended offense and communication breakdown. As a result, how learners acquire their pragmatic ability in the L2 has become a major concern in the study of L2 development. Following Thomas (1983), pragmatic knowledge is comprised of two components: pragmalinguistic competence (i.e. the ability to choose appropriate linguistic expressions) and sociopragmatic competence (i.e. the ability to evaluate context taking into account: i) the culture involved, ii) the relative age and gender of the interlocutors, iii) their social class and occupations, and iv) their roles and status in the interaction. In order to foster pragmatic competence, learners not only need to develop practice connecting form and meaning, but also they need to account for the rules that govern the use of language in context. This paper, therefore, is concerned with the development of one aspect of pragmatic knowledge, namely, the ability to make complaints in the interlanguage of Spanish learners of English because of the unique characteristics of this kind of speech. The speech act of complaining has been defined as an expressive illocutionary act "in which the speaker (the complainer) expresses his/her disapproval, negative feelings etc. towards the state of affairs described in the proposition (the complainable) and for which he/she holds the hearer (the complainee) responsible" (Trosborg, 1995: 311-312). This act

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Proficiency effect on L2 pragmatic competence

Cited by 36 publications

References 45 publications

«Что вы скажете в этой ситуации?» – Die soziopragmatische Komponente kommunikativer Kompetenz im Russischunterricht – wie entwickeln, wie bewerten?

«Что вы скажете в этой ситуации?» – Die soziopragmatische Komponente kommunikativer Kompetenz im Russischunterricht – wie entwickeln, wie bewerten?

Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines

Proficiency Effect on EFL Learners’ Realization of Complaints

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