Young Greek Cypriot and Norwegian EFL learners: Pragmalinguistic development in request production

Savić, Milica; Economidou-Kogetsidis, Maria; Myrset, Anders

doi:10.1016/j.pragma.2021.04.006

Cited by 18 publications

(6 citation statements)

References 21 publications

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“…Generally, our data for Chinese learners of Russian corroborate the existing research on L2 learners' acquisition of internal pragmatic modifications in the speech act of request. Numerous previous studies of L2 production demonstrate that even at high proficiency levels, internal modifiers tend to be underproduced and pose greater difficulties than external modifiers (among recent studies, see, e.g., Hassall, 2012;Li, 2014;Ren, 2019;Savić et al, 2021;Woodfield, 2012;Woodfield & Economidou-Kogetsidis, 2010). Since the majority of these studies concentrate on lexical and syntactic modifiers, our study adds to this growing body of literature by examining the acquisition of morphological and prosodic features specific to Russian.…”

Section: Target Items: L2l Groupmentioning

confidence: 87%

Perception of Prosodic and Aspectual Cues to Politeness in Teacher Directives in L1 and L2 Russian

Duryagin

Fokina

2022

JLE

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Background: Several studies in interlanguage pragmatics have reported Russian directive speech acts to take a particular position within the dimensions of linguistic politeness and (in)directness, when compared to some Germanic and Romance languages extensively studied in this framework.Purpose of the study: The present paper aimed to investigate the role of language specific cues to politeness in Russian requests by examining their perception by native speakers and L2 learners in a scenario of teacher-student interaction.Methods: An experiment was conducted in which L1 and L2 groups rated the politeness of teacher directives in Russian on a discrete 7-point scale. Three variables were controlled for in the experimental design: the directness of the speech act (manifested in the choice between an imperative or an interrogative construction), verbal aspect, and the type of nuclear pitch accent.Findings: The obtained data generally corroborate existing studies, demonstrating that both native Russian speakers and learners of Russian with Chinese L1 do not judge as impolite direct imperative strategies employed in teacher requests. Though both groups of participants similarly relied on intonational cues in their judgements, the L2 learners did not perform target-like in evaluating the pragmatics of verbal aspect. Within the native group, the usage of imperfective verbs both in direct and conventionally indirect constructions was perceived as a highly salient indicator of impoliteness. Conversely, the size of this effect in L2 judgements did not reach a significance level, implying that this language specific cue is not acquired through incidental learning at pre-intermediate or intermediate proficiency levels.Conclusions: Taken together, these findings highlight the importance of explicit pragmatic instruction even for students who have sufficient experience studying abroad; furthermore, they outline new directions for empirical studies in Russian from the perspective of interlanguage pragmatics.

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Section: Target Items: L2l Groupmentioning

confidence: 87%

Perception of Prosodic and Aspectual Cues to Politeness in Teacher Directives in L1 and L2 Russian

Duryagin

Fokina

2022

JLE

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“…As is mentioned in the results, the majority of comparative studies of request have been conducted on English (Nugroho et al, 2021) or European languages, such as French (Annan, 2022), Greek (Savić et al, 2021), or Spanish (DiBartolomeo, 2021. English is the dominant language that is investigated most by the previous scholars.…”

Section: Discussion Of Compared Languages In Comparative Study Of Req...mentioning

confidence: 99%

A Systematic Literature Review on Comparative Study of Request for the Past Ten Years (2012-2022)

Pang

Halim

Jalis

et al. 2023

Acad. J. Interdiscip. Stud.

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This systematic literature review attempts to examine the current status, unsolved issues and future trend of the comparative study of request speech act for the past ten years (2012-2022). Based on the analysis of 186 studies, the findings are: 1) the status quo is that intralingual comparative studies of request are still very few and previous researches reply on DCT and CCSARP instruments too much; 2) unsolved issues include further investigation of intralingual comparative request, Asian languages, and the development of new or more advanced instrument; and 3) future trend is that more comparative studies of request need to be conducted on Asian languages, especially Mandarin and Malay from intralingual perspective and new or more advanced data collection and analysis instruments should be applied. This systematic literature review could help identify the research gap and unsolved problems in the current literature that calls for the further investigation of comparative request speech act. Received: 30 December 2022 / Accepted: 26 February 2023 / Published: 5 March 2023

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“…The findings were compared with those from adult learners, revealing that the learning process was faster in the case of children than in adults. At a time when the study of L2 pragmatic development in young learners is increasing (e.g., Myrset 2021;Savić et al 2021), it seems relevant to further investigate how they develop pragmatic competence in SA contexts.…”

Section: L2 Pragmatic Learning Across Contexts and Agementioning

confidence: 99%

The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?

Sánchez-Hernández,

Barón,

Llanes

2024

Languages

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The present study explores the development of pragmatic marker (PM) use by children and adult L2 English learners in two learning contexts: study abroad (SA) and at home (AH). The study involved a group of 35 Catalan/Spanish girls (aged 11 to 13) learning English AH (n = 16) and abroad in Ireland (n = 19), and a group of 16 adult students aged 19–31 learning English in the UK and Ireland (n = 10) and at their home university in Barcelona (n = 6). To test their pragmatic development, the use of PMs was prompted through pre-test and post-test semi-structured interviews. The results indicated an effect of both age and context on PM development. Children in the SA context increased their use of some PMs, whereas their peers who remained at home did not show any development. Regarding the adults, both SA and AH participants increased their use of specific PMs. These findings shed some light on a topic that has not received scholarly attention in the field of L2 pragmatics: the development of PM use by children. Additionally, they contribute to the very small body of longitudinal studies on the development of PM use during SA.

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Young Greek Cypriot and Norwegian EFL learners: Pragmalinguistic development in request production

Cited by 18 publications

References 21 publications

Perception of Prosodic and Aspectual Cues to Politeness in Teacher Directives in L1 and L2 Russian

Perception of Prosodic and Aspectual Cues to Politeness in Teacher Directives in L1 and L2 Russian

A Systematic Literature Review on Comparative Study of Request for the Past Ten Years (2012-2022)

The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?

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