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Elemam, Samar Muftah. "Pragmatic Competence and the Challenge of Speech Expression and Precision." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525350709914137.
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Yumun, Elif. "The Development Of Pragmatic Competence: A Study On Requests." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609955/index.pdf.
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ABSTRACT
THE DEVELOPMENT OF PRAGMATIC COMPETENCE: A STUDY ON REQUESTS
Elif, Yumun
M.A., Department of English Language Education
Supervisor: Prof. Dr. Deniz Zeyrek
September 2008, 224 pages
The purpose of the study was to investigate the pragmatic competence of Turkish learners of English in requests at two levels of English proficiency. Another aspect of the study was to identify the overall and situational proficiency of the learners in performing the speech act of requests and to figure out development and transfer factors. Additionally, the extent to which the changing social variables of power and distance in each of the situations and through the situations affect the learners&rsquo<br>request behaviour and the development regarding this issue was also pursued. For these purposes, the data were collected from four different subject groups. The learner groups include 19 beginner level and 19 upper intermediate level subjects. The control groups comprised of 21 Turkish native speakers and 15 American native speakers.
The data were collected from the subject groups using interactive role plays. Each subject was provided with five request situations differing in terms of power and distance variables. The performances were videotaped and interactions were transcribed according to the CHAT manual (Mac Whinney 2000). Following the data collection process, the performances of the subjects in five situations were examined in terms of the directness levels, internal and external modification. For the statistical calculations in the study, one way ANOVA and t-test were employed.
The results of the study showed that mostly there is development in the learner groups in accordance with the proficiency level. The upper intermediate group did better than the beginner group most of the time. However, there are also many instances in which even the upper intermediate group failed.
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Srisuruk, Patana. "Politeness and pragmatic competence in Thai speakers of English." Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1189.
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This study examines the language use and specifically the level of politeness of Thai speakers of English when confronted with face threatening acts related to their daily life and workplace: requests, complaints and disagreements. Data were collected by role play and discourse completion test from people employed in hotels and travel agencies, and from Rajabhat university students. Brown and Levinson’s politeness theory was used as a framework to analyse and interpret the data. The overall results showed that negative politeness is the most common strategy for all groups, followed by bald on record and positive politeness. Their participants’ choice of politeness strategies in part reflected their occupational identities. For the hotel workers, negative politeness is the chosen strategy in most scenarios, and the focus is on showing deference to and maintaining distance from their interlocutors. For the other groups, although negative politeness is still the most common strategy, positive politeness and bald on record are found quite often. Use of both negative and positive politeness suggests that respondents attach importance to avoiding confrontation and showing solidarity as well as to direct expression. Through analysis of the use of negative and positive politeness for different scenarios and status levels, I determine that these participants possess pragmatic competence in the context of the “small culture” of the workplace. It is also clear that sociological variables (e.g. power, social distance) influence the use of language and the level of politeness on the speaker side.
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Glaser, Karen. "News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence." De Gruyter, 2016. https://ul.qucosa.de/id/qucosa%3A21364.
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While the role of pragmatic skills in a foreign or second language has been receiving increased attention both from a research and a language teaching perspective, there is still a lamentable scarcity of systematic empirical studies into the effectiveness of instructional methods in the teaching of pragmatics. Addressing this research gap, this article reports about a quasi-experimental study into possible differences between an explicit-inductive and an explicitdeductive instructional approach in the teaching of pragmatic skills in English as a Foreign Language (EFL), more specifically the teaching of offer refusals to 49 advanced adult EFL learners in Germany. The instruction consisted of three 90-minute lessons, which were spread out over the duration of a 15-week academic semester and designed according to the deductive principle and the inductive principle, respectively. While the deductive group was provided with metapragmatic rules directly at the beginning of the instruction, the inductive group only encountered such rules after engaging in language use and guided discovery. Production data was elicited by means of DCTs and role play in a pretest-posttest format. Effectiveness of instruction was operationalized by means of two indicators: Indicator 1 measured the increased usage of the strategies taught in class, while indicator 2 measured the approximation to a native speaker target. The results indicate that the gains in the inductive group surpassed those in the deductive group, suggesting that when situated within the explicit framework, inductive instruction is more effective in the teaching of pragmatic skills.
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Ciftci, Hatime. "Pragmatic Competence in EFL Context: Suggestions in University Office Hour Discourse." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5927.
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Office hour interactions at universities are one type of communicative activity in which international instructors and their Turkish EFL students are involved as a form of academic or institutional discourse (Drew & Heritage, 1992). In such real world communication, both parties employ several linguistic strategies and attend to various interactional goals to address the academic concerns at hand (Chiang, 2011; Chiang & Mi, 2008; Limberg, 2007; 2010; Reindhart, 2010; Skyrme, 2010). Embracing a discourse analytic approach, this study investigated the primary functions and topics of office hour interactions; discourse organization of office hour interactions with regard to the features of participants’ contributions (e.g. turn-taking and turn length, verbosity or dominance, etc.); suggestion-response episodes; and successful and problematic aspects in office hour interactions. The study utilized the theoretical framework of relational work. Thirty-eight office hour interactions constituted the primary data source. The participants included 3 international instructors and their 34 Turkish EFL students. Post-interaction questionnaires and classroom observations served as secondary data sources in the study. The data analysis demonstrated that office hour interactions have various purposes and topics mostly related to the course content offered by the instructors, their expertise, and their experiences. Additionally, both parties co-constructed the discourse segments of equal and unequal contribution in which they achieved interactional and transactional goals using distinctive linguistic and discourse strategies. The co-constructed suggestion-response episodes included both instructor-initiated suggestions and students’ self-suggestory acts. The use of modals and semi-modals, imperatives, and interrogatives played a key role in instructor-initiated suggestions, whereas the students mostly relied on interrogatives. However, each party made their choices relying on the interactional goals they wished to accomplish through the use of suggestion forms. Finally, both the international instructors and their Turkish EFL students attended to different types of relational work that contributed to the successful and problematic aspects of office hour interactions, and that were mostly connected to suggestions.
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Altheeby, Muhammed. "Differences in the pragmatic competence of Saudi EFL and ESL learners." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/119180/.
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Pragmatic competence, the ability to use language effectively in a contextually appropriate fashion, has been a central concern in pragmatic studies for more than four decades. A large number of pragmatic competence studies have examined the pragmatics of native and non-native speakers of English, investigating the significance of the spread of the language across the globe. In the majority of studies, the focus has been on the pragmatic norms of native speakers, the development of English language learners' pragmatic competence, and the apparent pragmatic differences between native speakers and language learners. However, there is a dearth of studies contrasting the pragmatic competence of EFL and ESL learners. The present study targets this under researched area, by evaluating the pragmatic competence of Saudi EFL learners in Saudi Arabia and Saudi ESL learners in the UK. More specifically, it investigates how EFL and ESL groups perform the speech acts of requests and refusals in English, in contrast with British native speakers of English (NSE) as a point of comparison. The participants in this study are 90 Saudi EFL learners, 90 Saudi ESL learners, and 60 British NSE. The data set, including the utterances of requests and refusals in English, was compiled using two quantitative research methods: (1) a discourse-completion task (DCT) comprising nine request scenarios and nine refusal scenarios, and (2) a role-play task (RPT), involving six request scenarios and nine refusal scenarios. The pragmatic features of the requests were categorised, quantified and analysed using the classifications set out by Blum-Kulka, House, and Kasper (1989), whilst the pragmatic features of refusals were categorised according to the Universal Refusal Strategies Taxonomy of Beebe, Takahashi, and Uliss-Weltz (1990, pp. 72-73). The results indicate notable pragmatic similarities and differences in the requests and refusals across the three groups. To summarise, the ESL and NSE groups' results showed relatively more similarities when compared with the EFL group, in terms of directness, politeness norms and modifications. The data also revealed that sociological variables (e.g. power, social distance) influence participants' speech acts, and the length of time spent learning English and the intensity of communication affect the non-native groups' acquisition of speech acts.
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Owen, Zoe. "The relationship between pragmatic language competence and school exclusion : an interactionist perspective." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5479/.
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In the UK school exclusion is conceived as a disciplinary measure in response to breaches of a school’s behaviour policy, it is also noted that unwanted behaviour can result from unmet need (DfE, 2012). The link between previously unidentified verbal language difficulties and unwanted behaviour has been well-evidenced; a smaller body of research has evidenced a link with pragmatic language abilities. Much research has been conducted in a clinical paradigm, with results interpreted within a deficit model. The aim of this thesis was to investigate if there was evidence of less well-developed pragmatic language competence in children at-risk of school exclusion, and if so, interpret the results through an interactionist perspective. Data was gathered using the Children’s Communication Checklist: 2nd Edition (Bishop, 2003) on a sample of children at-risk of school exclusion (n=29). Results indicated that 77% of the sample had significantly less well-developed pragmatic language abilities than a matched sample. A probabilistic causal relationship is proposed, incorporating environmental factors as intervening variables that potentially determine risk of exclusion. Future directions involve research to test this proposed relationship. Findings suggest that professionals should consider the interaction between demands of the communicative environment and a child’s communicative profile when considering interventions to address unwanted behaviour.
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Yang, He. "Investigating L2 pragmatic competence and its relationship to motivation in an EFL context." Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=239399.
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Corsetti, Cristiane Ruzicki. "Conversational competence in english as a second language : a study of pragmatic markers." Pontifícia Universidade Católica do Rio Grande do Sul, 2015. http://hdl.handle.net/10923/7072.
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Previous issue date: 2015<br>Conversation is one of the most fundamental activities in verbal communication. When people engage in conversational exchanges, they transmit information, perform actions, establish and maintain social relationships, among other acts. Conversation is often unplanned, takes place in real time and involves reciprocity. This thesis presents the foundations of Discourse Analysis, Pragmatics and Conversation Analysis and details discourse, pragmatic and interactional phenomena which seem to be intertwined during face-to-face conversations. It then focuses on the second language learner by addressing Interlanguage Pragmatics and by critically revisiting communicative competence frameworks and definitions of conversational competence. It justifies and proposes a conversational competence model in L2 within a pragmatic domain, comprising three facets: the management of discourse, the negotiation of illocutionary meaning and the deployment of conversational practices. It includes corpus-based investigations of pragmatic markers which are prototypical of the proposed facets of conversational competence.A small specialised corpus of Brazilian learners´ oral production at CEFR B1 had been previously built for the purposes of this thesis. Spoken sub-corpora derived from “The BNC Sampler” and “The Diachronic Corpus of Present-Day Spoken English” were selected as British English benchmark corpora. The empirical chapters of this thesis examined the most common discourse marking adverbs used to mediate segments of discourse in conversations, the most common explicit and implicit adverbial hedges used to mitigate representative speech acts and the most common minimal response tokens used to express good listenership. The pragmatic markers chosen for investigation were “well”, “really”, “actually”, “maybe”, “probably”, “just’’, “yeah” and “uhuh”. It was concluded that the subjects of this study would benefit from pedagogical assistance for the acquisition of discourse markers in general, for the pragmatic functions of the adjuster “just” and for more varied forms to express good listenership. The markers “really” and “yeah” were employed, in their discourse and pragmatic functions, with adequate relative frequencies by the Brazilian learners. The adverb “maybe” was overused, signalling a tendency to use adverbial forms to express epistemic stance instead of modal verbs.<br>A conversa é uma das atividades mais básicas da comunicação verbal. Indivíduos transmitem informações, realizam ações, estabelecem e mantêm relações sociais, entre outros atos, ao engajarem-se em trocas conversacionais. A conversa geralmente não é planejada, ocorre em tempo real e envolve reciprocidade. Esta tese apresenta os fundamentos da Análise do Discurso, da Pragmática e da Análise da Conversa, detalhando fenômenos discursivos, pragmáticos e interacionais que entrelaçam-se durante conversas presenciais. A seguir, foca no aprendiz de línguas, abordando a Pragmática da Interlíngua e discutindo modelos de competência comunicativa e definições de competência conversacional. Esta tese justifica e propõe um modelo de competência conversational em segunda língua, no escopo da Pragmática, que constitui-se de três componentes: o gerenciamento do discurso, a negociação do significado ilocucionário e a implementação de práticas conversacionais. Este estudo inclui investigações, baseadas na Linguística de Corpus, de marcadores pragmáticos característicos dos componentes propostos. Visando os objetivos desta tese, criou-se um pequeno corpus especializado, com a produção oral de aprendizes brasileiros no nível CEFR B1. Subcorpora orais oriundos do “The BNC Sampler” e “The Diachronic Corpus of Present-Day Spoken English” foram empregados como corpora de referência de inglês britânico. Os capítulos empíricos desta tese analisaram os advérbios mais comuns utilizados para mediar segmentos de discurso em conversas, os "hedges" adverbiais explícitos e implícitos mais comuns utilizados para mitigar atos de fala representativos e as partículas de resposta mínimas utilizadas pelo interlocutor para expressar uma boa receptividade. As investigações enfocaram os marcadores pragmáticos “well”, “really”, “actually”, “maybe”, “probably”, “just’’, “yeah” e “uhuh”. Concluiu-se que os sujeitos deste estudo se beneficiariam de práticas pedagógicas visando a aquisição de marcadores de discurso em geral, das funções pragmáticas do ajustador "just" e de formas mais variadas para expressar uma boa receptividade. Os marcadores “really” e “yeah” foram empregados, em suas funções discursivas e pragmáticas, com frequências adequadas pelos aprendizes brasileiros. O advérbio "maybe" foi sobre-utilizado, sinalizando uma tendência para a utilização de formas adverbiais para expressar epistemicidade, ao invés de verbos modais.
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Taghizadeh, R. "Pragmatic competence in the target language : a study of Iranian learners of English." Thesis, University of Salford, 2017. http://usir.salford.ac.uk/42206/.
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Despite the growing body of research on the importance of pragmatic competence in the target language as well the introduction of teaching methodologies about the inclusion of pragmatics in language classrooms in last two decades, there are a number of uncertainties which are associated with the concept of pragmatic competence in the target language. This research targets those understudied areas in this field to clarify this notion further, especially its measurability and teachability. This study demonstrates that, while current teaching theories and pedagogies refer to pragmatics as a teachable notion, there are some aspects of pragmatics which are non-linguistic and cannot be taught. Therefore, this study recommends a reconsideration of the existing methodologies on teaching pragmatics in the target language. Moreover, clarifications of the two concepts of pragmatic and communicative competence which are crucial to this subject has been another research objective. While pragmatic and communicative competence have been referred to and defined differently by a number of applied linguists and their views are also reflected in the main theories of communicative competence, like those by Canale and Swain (1980, 1981) and Bachman and Palmer (1996), this study argues that the initial definitions of these two concepts presented by Chomsky (1980) and Hymes (1972) share more similarities rather than differences. Consequently, these models should be approached more cautiously, especially when used as references for communicative competence in the target language. Also, another main focus of this study has been on the data collection methods in pragmatics research. While DCTs which are designed to study speech acts have dominated the realm of pragmatics research, this study develops a new questionnaire to measure the knowledge of conversational implicatures and presuppositions of Farsi learners of English. The results indicate that Iranian learners of English lack the knowledge of conversational implicatures and presuppositions in English.
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Karlsson, Anna. "Learning how to make requests in English : Pragmatic input in Swedish EFL textbooks." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71304.
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English as a Foreign Language (EFL) teaching should not only aim at providing learners with the linguistic resources to communicate in English, but also develop learners’ pragmatic competence in order for them to be able to use language efficiently and appropriately for different purposes. The present study examines what pragmatic input learners receive from two Swedish EFL textbook series regarding the speech act of request. The analysis was conducted by identifying all instances of requests and all metapragmatic information about the specific speech act. In addition, the present study also focused on finding exercises that provide learners with the opportunity to practice making requests. The findings show that the two examined EFL textbook series differ in terms of which directness levels are most frequently used, and both series lack explicit information about requests that may increase students' understanding of this speech act. Moreover, request exercises are few and practicing requests is rarely the main learning objective. Consequently, teachers will need to use supplemental material and exercises in order for learners to develop their pragmatic competence in the case of requests.<br>Engelskundervisning bör inte bara syfta till att ge elever de språkliga resurser som krävs för att kommunicera på engelska, utan även utveckla elevernas pragmatiska kompetens så att de lär sig att använda språket effektivt och lämpligt för olika ändamål. Det som undersöks i den här studien är i vilken utsträckning språkhandlingen uppmaning förekommer och lärs ut i två olika läromedel i engelska för högstadiet. Analysen utfördes genom att identifiera alla exempel av uppmaningar och all metapragmatisk information om den specifika språkhandlingen. Utöver detta fokuserade den här studien även på att hitta övningsuppgifter som ger eleverna möjlighet att öva på språkhandlingen uppmaning. Resultaten visar att de två läromedlen skiljer sig åt vad gäller fördelningen av direkta och indirekta uppmaningar. Dessutom saknar båda läromedlen explicit information som kan öka elevers förståelse för denna språkhandling. Övningsuppgifterna är få och fokuserar inte på att utveckla elevers förmåga att formulera uppmaningar i första hand. Följaktligen behöver lärare använda kompletterande material och övningsuppgifter för att elever ska kunna utveckla sin pragmatiska kompetens vid uppmaningar.
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Al-Aghbari, Diana. "Integrating pragmatic competence in teaching English to the students of medicine at Taiz University." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAC016/document.
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L'un des objectifs de l'enseignement d'une langue est de rendre les apprenants conscients de la façon d'utiliser cette langue en fonction de leurs objectifs communicationnels. Cette compétence relève du champ de la pragmatique. Cette recherche porte sur l'enseignement de la pragmatique dans un contexte d’Anglais de Spécialité (ASP), à savoir la Faculté de médecine à l'Université de Taiz. Elle étudie le niveau de compétence pragmatique chez les étudiants en médecine dans le but de l’intégrer dans la salle de classe. L'étude fait appel à une enquête par questionnaire composé de “Discourse Completion Tasks” afin d'examiner la capacité des étudiants à produire des actes de langage, et d’un test de conscience visant à mesurer leur capacité à identifier les énoncés appropriés et inappropriés. L'interview est un autre outil que nous avons conçu pour explorer les perceptions des étudiants diplômés envers la compétence pragmatique. Une approche qualitative et quantitative est adoptée pour l’analyse des données. Les résultats de l'étude montrent que les étudiants ont un niveau de compétence pragmatique faible en ce qui concerne la production et aussi la conscience pragmatique. De plus, les étudiants ont fait preuve d'une réceptivité accrue quant à l'importance de la compétence pragmatique. Par conséquent, un modèle provisoire est proposé pour favoriser l’intégration de cette compétence en ayant recours à une série télévisée qui pourrait les motiver à apprendre l'anglais<br>One of the goals of teaching a language is to make learners aware of how to use it to serve a communicative purpose. This lies within the scope of pragmatic competence. This research deals with teaching pragmatics in a context of English for Specific Purposes (ESP), namely the faculty of medicine at Taiz University. It investigates medical students’ level of pragmatic competence with the ultimate aim of integrating it in the classroom. The study makes use of a questionnaire composed of a Discourse Completion Task to examine students’ ability to produce speech acts and an awareness test to measure their ability to identify appropriate and inappropriate utterances. The other tool is an interview conducted to explore graduate students’ perceptions towards pragmatic competence. The data are analysed qualitatively and quantitatively. The study findings reveal a low level of pragmatic competence among students in the production and awareness levels. Besides, a positive tendency is shown towards the importance of pragmatic competence. Accordingly, a tentative model is proposed to incorporate pragmatic competence with the help of a medical TV show which will keep them motivated in learning English
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Saad, Julieta. "Explicating the implicit : an exploration into the pragmatic competence of Arabic-speaking trainee translators." Thesis, Heriot-Watt University, 2010. http://hdl.handle.net/10399/2332.
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This doctoral thesis is an investigation into the pragmatic competence of English-Arabic trainee translators, as represented by their inferential ability to interpret implied discourse relations in an English source text. Drawing on research into second language pragmatics acquisition, as well as the Relevance-Theory approach to utterance comprehension, the study employs a think-aloud protocol to monitor the participants' translation process. Different patterns of inferential processing are identified as regards the interpretation of discourse relations, which both demonstrate the problematic nature of this aspect of pragmatic competence, as well as highlight the role of classroom instruction in the development of such pragmatic abilities. This project aims to contribute to existing research in the fields of second language pragmatics acquisition and process-oriented translation studies. The study also sets out to make an empiricallybased contribution to the area of research concerned with the application of secondlanguage- acquisition concepts to translator training.
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Dotte, Zúñiga Ronald. "Defining levels of pragmatic competence in English in Chilean pre-service English language teachers." Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/132579.
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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa<br>The study reported in this thesis investigated how the pragmatic abilities of three groups of English Language Teaching student in a Chilean University could be classified. The speech act of request (Saeed, 2009) was considered as the speech act of choice to evaluate the pragmatic performance of the participants. Bachman’s (1990) Model of Communicative Language Ability along with The Common European Framework of Language Reference (Council of Europe, 2001) were used to stablish the language domain that was to be assessed. Transcriptions of the participants were analyzed using a rubric designed specifically for this purpose. The analysis showed that the ELT students’ performance could be classified in three different levels. Furthermore, only two of these groups had a marked pragmatic performance, whereas the other could be considered a transition of two different levels of performance. These findings are expected to raise awareness of the importance of this ability in the instruction of English as a second language.
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Flores-Salgado, Elizabeth. "A pragmatic study of developmental patterns in Mexican students making English requests and apologies." Doctoral thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/28866.
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"September 2008".<br>Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009.<br>Bibliography: p. 189-196.<br>The purpose of this research was to analyse the pragmalinguistic and sociopragmatic development of language groups at different proficiency levels and investigate the relationship between interlanguage pragmatics and grammatical competence. For this study, 36 native Spanish speaking EFL learners at different proficiency levels were asked to respond in English to 24 different situations which called for the speech acts of request and apology. Their English performances were compared to those of 12 American English native speakers in order to provide base-line cultural data. Thirty six Mexican Spanish native speakers also participated as a control group in order to analyse the role of the mother tongue in the performances of the EFL learners. The data, collected using a carton oral production task (COPT), were analysed quantitatively and qualitatively. Results showed three important findings that illuminate the relationship between pragmatic development and grammatical competence and lent support to Kasper and Rose's (2003) claim of a universal pragmatic principle. The first finding suggested that basic adult learners possess a previous pragmatic knowledge in their L1 that allows them to focus on the intended meaning and, in most cases, and to assemble (from the linguistic structures available to them) an utterance that conveys a pragmatic intention and satisfies the communicative demands of a social situation. The second finding revealed that there are two essential conditions to communicate a linguistic action: the knowledge of the relevant linguistic rules and the knowledge of how to use them appropriately and effectively in a specific context. Without an elementary knowledge of the linguistic rules, it is impossible to select the forms to realize a speech act in a target-like manner. The findings further suggested that advanced learners possess the grammatical knowledge to produce an illocutionary act, but they need to learn the specific L2 pragmatic conventions that enable them to know when to use these grammatical forms and under what circumstances.<br>Mode of access: World Wide Web.<br>xi, 238 p. ill
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Siu, Kwai Peng. "Exploring the pragmatic competence of EFL learners in the production and judgement of formal written requests." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/42561.
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Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2008.<br>Bibliography: p. 404-418.<br>Introduction -- Literature review -- Methodology -- Results -- Discussion -- Conclusion.<br>This study sets out to examine the pragmatic competence of Cantonese adult learners of English possessing different levels of proficiency when performing the speech act of requesting for a formal purpose in writing. Pragmatic judgment - one of the two aspects of pragmatic competence - was examined by studying the most proficient group (i.e., native Cantonese-speaking EFL teachers at university), whereas pragmatic performance - the other aspect of pragmatic competence - was examined by studying the two weaker groups (i.e., university students at two language proficient levels). Both pragmatic judgment and pragmatic performance were examined by investigating the same four dependent variables (i.e., politeness, directness, formality and amount of information). Teacher data, collected through a Pragmatic Judgment Questionnaire completed and returned by sixteen EFL teachers (eight native Cantonese speakers and eight native English speakers) and by means of individual interviews, were analyzed quantitatively for responses to twelve questions and qualitatively for responses to an additional two questions. Student data, consisting of both experimental and authentic letters and e-mails, were analyzed quantitatively. -- Main research findings suggest: *It is possible for very proficient NNSs of English, (i.e., the EFL teachers in this study), to achieve native-like pragmatic judgments in most aspects, except for their views on several pragmatic considerations (i.e., "unnaturally polite" expressions, usefulness of "negative" words, supportive moves not to be used and writing plans preferred). *As the English proficiency of L2 learners improves from Grade E to Grade A/B (as determined by the Hong Kong A-level Examinations in the subject "Use of English"), their pragmatic performance shows improvement. -- For pedagogical reasons, a qualitative analysis was conducted for Questions 1 and 2 in order to generate examples of "unnaturally polite"/ "polite" / "impolite" expressions and to provide examples of inappropriate supportive moves in relation to three writing topics.<br>Mode of access: World Wide Web.<br>xvii, 576 p
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Wong, Hoi-ming Hyman, and 王海明. "A study of pragmatic competence in ESL learners in Hong Kong with different grammatical ability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3194470X.
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Wong, Hoi-ming Hyman. "A study of pragmatic competence in ESL learners in Hong Kong with different grammatical ability." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22359734.
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Kaya, C. Tanya Verfasser], Emel [Akademischer Betreuer] Huber, and Bernd [Akademischer Betreuer] [Rüschoff. "Bilingual Pragmatic Competence : Turkish-German Bilinguals' Apologising Strategies / C. Tanya Kaya. Gutachter: Emel Huber ; Bernd Rüschoff." Duisburg, 2012. http://d-nb.info/1028324413/34.
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Yuan, Yifeng. "Pragmatics, perceptions and strategies in Chinese college English learning." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/52860/1/Yifeng_Yuan_Thesis.pdf.
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This study investigated Chinese College English students. perceptions of pragmatics, their pragmatic competence in selected speech acts, strategies they employed in acquiring pragmatic knowledge, as well as their general approach to learning English as a foreign language. The research was triggered by a national curriculum initiative that prioritizes the need for College English students to enhance their ability to use English effectively in different social interactions (Chinese College English Education and Supervisory Committee, 2007).
The traditional "grammar-translation" and "examination-oriented" method is believed to have reduced Chinese College English students to what is dubbed "mute" and "deaf" language learners (Zhang, 2008; Zhao, 2009). Many students lack pragmatic knowledge on how to interpret discourse by relating utterances to their meanings, understanding the intention of language users, and how language is used in specific settings (Bachman & Palmer, 1996, 2010). There is an increasing body of literature on awareness-raising of the importance of pragmatic knowledge and strategies for classroom instruction. However, to date, researchers have tended to focus largely on the teaching of pragmatics, rather than on how students acquire pragmatic competence (Bardovi-Harlig & Dornyei, 1998; Du, 2004; Hou, 2007; Ruan, 2007; Schauer, 2009). It is this gap in the research that this study fills, with a focus on different types of pragmatic knowledge, learner perceptions of such knowledge, and learning strategies that College English students employ in the process of learning English in general, and pragmatics in particular.
Three strands of theories of second language acquisition (Ellis, 1985, 1994): pragmatics (Levinson, 1983; Mey, 2001; Yule, 1996), intercultural communications (Kramsch, 1998; Samovar & Porter, 1997; Samovar, Porter & McDaniel, 2009) and English as a lingua franca (ELF) (Canagarajah, 2006; Firth, 1996; Pennycook, 2010) were employed to establish a conceptual framework for data collection and analyses. Key constructs derived from the three related theories helped to form a typology for a detailed examination and theorization of the empirical evidence gathered from different sources.
Four research instruments: a questionnaire (N=237), Discourse Completion Tasks (DCTs) (N=55), focus group interviews (N=18), and a textbook tasks analysis were employed to collect data for this systematic inquiry. Data collected by different instruments were analyzed and compared by way of a triangulation to enhance its validity and reliability.
Major findings derived from different sources highlighted that, although College English students were grammatically advanced language learners, they displayed limited pragmatic knowledge and a highly restricted repertoire of language learning strategies. The majority of the respondents, however, believed that pragmatic knowledge was as important as linguistic knowledge in the process of developing communicative competence for interaction in different contexts. It was argued that a combination of a less than sufficient English proficiency, limited knowledge of pragmatics, inadequate language materials and tasks, and a small stock of language learning strategies, were a major hindrance to effective learning and communication, resulting in pragmatic failures in many intercultural communication situations.
As the first systematic study of how Chinese College English students learned pragmatics, the research provided a solid empirical base for developing a tentative model for the learning of pragmatics in a College English classroom in China and similar educational contexts. The model was strengthened by a unique combination of theories of pragmatics, intercultural communication and ELF. Findings from this research provided insights into how Chinese College English students perceived pragmatics in the English as foreign language (EFL) curriculum, the processes of learning, as well as strategies they utilized in developing linguistic and pragmatic knowledge and competence.
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Naidoo, Senlika. "An investigation of pragmatic competence and performance in the language-impaired learning disabled pre-early adolescent population." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/2928.
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Al-Amide, Mustafa. "Digital Games and the Development of Communicative Competence." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30840.
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The purpose of this paper was to review research within the field of digital games and language learning to explore whether gaming can facilitate communicative competence and foster motivation for language learning. To answer my questions I conducted a research synthesis, compiling a variety of research over the last decade to answer my questions as effectively as possible. Results showed that digital games do in fact facilitate language development and induce motivation. Research also showed that different games provide different opportunities and activities, resulting in some games fostering language competence more than others. For instance, World of Warcraft provided social situations where conversations were erratic, spontaneous, contextual and driven by small events in the game, while The Sims focused more on strategic and creative activities. Additionally, research suggested that digital games motivated learners to develop their L2 language in hope of achieving more goals together within a variety games and game types.
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Morkus, Nader. "The realization of the speech act of refusal in Egyptian Arabic by American learners of Arabic as a foreign language." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003209.
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Castro, Simonó Lilbia Milagros. "Desarrollo de la competencia sociopragmática en la enseñanza de español Lengua Materna en Suecia." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-99743.
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Studies on the incidence of socio-pragmatic competence in the teaching of mother tongues are very scarce. The aims of this qualitative study are two folded: First, we want to describe the teachers’ use of socio-pragmatics in the subject of Spanish as a mother tongue. In addition, we want to determine the degree of use of socio-pragmatics u in this specific subject. a mixed method was applied. The results were obtained by means of aclassroom’sssemi structuredsIt was assumed that there would be a sociopragmatic approach in the teaching of mother languages but it was found to be different in each class and it depended on the teachers’ academic training and on the teaching materials, which do not always met the requirements of the subject’s curriculum. The present study assumes that there is a big difference between what appears in the curricular plan and what happens inside the classroom. Sociopragmatic aspects are not sufficiently reflected in the pedagogical practice due to two main reasons: on the one hand, internal and external factors that affect teaching negatively; and, on the other, the fact that teachers are not sufficiently acquainted with socio-pragmatic views. The results show that in all classes the teaching of socio-pragmatic aspects works although mostly intuitively. The degree of employment of socio-pragmatics is different depending on the knowledge that the teacher has about socio-pragmatic competence. Finally, yet importantly, it was found that various internal and external factors affect mother tongue teachers. These factors have a big impact on the properly development of the subject and, specifically, on the teaching of socio-pragmatic competence.
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Fioramonte, Amy. "A Study of Pragmatic Competence: International Medical Graduates' and Patients' Negotiation of the Treatment Phase of Medical Encounters." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5478.
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Despite advances in medical technologies, interpersonal communication remains the primary tool physicians use to exchange information, make diagnoses, and treat patients (Cameron & Williams, 1997; Groopman, 2007; Ong, de Haes, Hoos, & Lammes, 1995). In the medical encounter effective communication between physician and patient is essential so that beneficial health and wellbeing outcomes are achieved for patients. Taking a discourse analytic approach, this study examined interactions occurring between international medical graduate (IMG) residents, attending physicians, and patients during the treatment advice phase of the supervised medical encounter. The aim of the study was to examine the co-constructed nature of the delivery and receipt of treatment advice and the ways in which physicians and patients managed interpersonal relations through the negotiated activity. The theoretical framework of pragmatic competence was utilized to underpin the study. Physician-patient interactions served as the primary data source. Medical encounter interactions between five different IMG residents and 31 patients were observed and audio-recorded. Observations and a post-medical encounter survey completed by patients served as secondary data sources. The analysis of the data revealed that this medical speech activity embedded within the medical encounter was realized through the use of a variety of discourse strategies and contributions from multiple participants as they attended to the interpersonal and transactional goals associated with the delivery and receipt of treatment advice. Findings provided insights into how multi-party discourse worked to jointly construct and negotiate treatment recommendations. Findings indicated that IMG residents utilized indirect advice giving strategies. Additionally, both IMG residents and patients utilized interrogatives in various ways to engage actively in the treatment decision-making process. Finally, the data revealed how the participants attended to each other's face needs as they worked to enhance, maintain, or challenge face through the dynamic process of negotiating relationships.
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Wilson, Hope Marshall. "Teaching Language and Culture Through Online Ethnographic Explorations." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573901116368513.
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Aslan, Erhan. "International Teaching Assistants in the US University Classroom: A Mixed-Methods Study of Individual Differences and L2 Pragmatic Competence." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6063.
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International teaching assistants (ITAs) are considered advanced English users with relatively high standardized language proficiency test scores. However, they may experience difficulties during their interactions with undergraduate students. Some of these difficulties may arise from affective factors such as ambiguity, stress, and adjustment and can impact language use. From an individual differences perspective, a second language user with high communication anxiety may have difficulty comprehending or producing appropriate pragmalinguistic forms. Using a mixed-methods approach, this study examined the underlying factors in ITAs communication anxiety and willingness to communicate in the US classroom and how these factors explained their pragmatic competence, which refers to the ability to use language in socially appropriate ways. A total of 289 ITAs participated in the study. To measure their judgement of appropriateness, a pragmatic appropriateness test was designed. The speech act production was elicited through a discourse completion test. Two survey instruments were designed to measure ITAs’ classroom communication anxiety and willingness to communicate. The major underlying factors from the exploratory factor analysis performed on the survey responses were ‘ease of communication,’ classroom management anxiety,’ ‘fear of warning,’ and ‘willingness to interact with students’. A six-predictor multiple regression analysis revealed that linguistic competence was the most important factor contributing to pragmatic competence. Other factors such as ease of communication and willingness to communicate positively correlated with pragmatic competence. In addition to quantitative data, qualitative data were collected in the form of classroom observations, field notes, and interviews from a group of ITAs (N = 4) who had also participated in the quantitative part of the study. The analysis of the qualitative data revealed that the situational context of instruction determined the particular communication patterns in different disciplines, specifically the impact of threat posed to the negative and positive face of the discourse participants. Additionally, in conjunction with the quantitative findings, while the ITAs seemed to be generally willing to interact with students, teacher-fronted talk in the form of delivering lectures and self-talk especially in large classes was found to be anxiety-inducing for some of them. Length of residence and opportunities for communication seemed to influence the process of adjustment and acquisition of the classroom pragmatic norms. Finally, ITAs’ perceptions and beliefs about appropriateness seemed to affect their pragmatic performance in the classroom. More specifically, ITAs’ perspectives on education and communication such as moderating the power variable in class and building rapport and interpersonal relationships with students through casual talk seemed to guide their choices of pragmalinguistic forms and politeness strategies. The study offered a number of implications for ITA research and training.
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Wang, Ying-Chuan. "An investigation into communication strategy usage and the pragmatic competence of Taiwanese learners of English within a computer mediated activity." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8283.
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In order to increase the competitiveness of Taiwan to international environment, Taiwanese Government has become aware of the importance of English in reforming English education and establishing a new language testing system in leading to more successful language learning. However, many scholars in Taiwan are dubious as to whether this reformed English education has really improved the English communicative ability of learners. The purpose of this study is, therefore, to investigate learners’ communicative competence in terms of communication strategy usage and pragmatic competence, by means of administrating a set of communicative task based activities within a computer mediated environment to provide evidence of the current learning outcomes. The administration of the set of communicative task based activities took place in August 2006. Drawing upon the framework proposed by Bachman (1990), both strategic and pragmatic competence could be identified. After data collection, the learners’ speech data was analysed based on the taxonomy of Poulisse (1993) and the findings revealed that the learners employed the re-conceptualisation strategy more frequently than the substitution strategy. A new strategy, named ‘additional strategy’, was also discovered during this study. By means of adopting the six criteria of pragmatic competence as suggested by Hudson et al. (1995) to score the learners’ responses, the results of learners’ performance were low with no distinct differences between three given speech acts. Based on the coding scheme of Blum-Kulka et al. (1989) and Beebe et al. (1990), it can be suggested that the learners were influenced by Chinese culture which resulted in inappropriate responses to the situations. Therefore, this study suggests that Taiwanese learners of English need to improve their communicative competence, particularly in terms of communication strategies and pragmatic competence. Furthermore, it can be said that it is vital to adopt a communicative task based activity into classrooms in Taiwan to increase opportunities for learners to interact with each other to improve language learning and teaching contexts.
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Tello, Rueda Leyla Yined. "Effects of pedagogical intervention on the development of pragmatic competence in adult learners of English as a foreign language (EFL)." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280657.
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During the last several years, the growing interest in the teachability of pragmatics in a second or foreign language has been represented by a number of interventional studies that have examined either the possibility of teaching certain pragmatic features, or the effectiveness of specific teaching methods. This classroom-based project designed to investigate the teachability of pragmatics, focused on four intact classes at two different proficiency levels, using a quasi-experimental research design with the following structure: pretest - treatment - posttest - and delayed posttest. Participants were enrolled in a program of Foreign Languages at a university in Colombia. Two groups of students of basic English 2 (second semester) and two groups of students of intermediate English 1 (fifth semester) were the participants. The four groups received a written discourse completion test (WDCT) and a paired video-taped role-play (RP) as pretests. Results from the WDCT showed no significant differences between the two groups at each level, so the type of treatment (T1: pragmatics-based, and T2: institutionally imparted) was randomly assigned to the groups at each level. Treatment 1 provided learners with sociopragmatic and pragmalinguistic information and practice of receptive and productive skills in the TL. The treatment lasted 20 hours distributed across three weeks, after which, all the participants received a post-test in the same two forms taken by the pretest. The comparison of paired samples between the pre-test and the post-test, and the comparison of multivariate means between groups at each level showed significant differences that confirmed the efficiency of the pragmatics-based instruction, although improvement was more evident in WDCT performance than in RP performance. The qualitative analysis indicated progress in the ability to perform the expected speech act, the use of typical expressions, and the amount of information given. Improvement was also salient in macrolevel cultural aspects such as the expression of appropriate levels of formality, directness and politeness for the realizations of requests, apologies and compliments, as measured by the WDCT and the RP. The delayed post-test suggests that the pragmatics-oriented instruction favored both retention and improvement for the WDCT, while for the RP, the main effect was retention.
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Wilson, Daniel A. "An investigation into the comprehensive development of L2 pragmatic competence in the EFL classroom : a case of advanced Serbian EFL learners." Thesis, University of Surrey, 2017. http://epubs.surrey.ac.uk/841831/.
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Pragmatic competence is a component of language knowledge; therefore, it is as intrinsic to the ability to successfully communicate for a foreign language (FL) learner as it is for a native speaker, especially where perceptions of politeness may vary between cultures. Despite this, pragmatics is under-represented in FL course materials and assessments, and consequently educators are often left unsure as to how to include it in their classes. The result of this is that learners may achieve proficiency in the linguistic competences (knowledge of lexis, syntax, phonology), but remain pragmatically underdeveloped and susceptible to pragmatic failure. The present study seeks to investigate how second language (L2) pragmatic competence can be comprehensively developed in the ordinary EFL classroom, using an explicit teaching method which fundamentally integrates assessment into the instructional process. To conduct this investigation, a novel method was designed and implemented with the participation of advanced Serbian EFL learners. Data sources, including role-play and video-based assessments, interviews, discussions and observations, were then obtained for the purposes of cross-sectional and longitudinal analysis to address three research questions. The first two questions explore how the components of pragmatic competence develop as a result of the instructional method and the role of pragmatic awareness in this. The third question investigates the practicality (validity and feasibility) of incorporating such a method in the classroom context. Findings suggest that the assessment-integrated instructional method constitutes a practical and effective means of comprehensively developing L2 pragmatic competence in the ordinary EFL classroom, as evidenced by the demonstrable development of participants’ conscious knowledge and ability to apply contextually appropriate Head act and External modification strategies. L2 pragmatic awareness appears to be key to the process of developing particular pragmatic sub-competences. Findings also serve to indicate further implications for pragmatics-related instructional methods, such as the phenomenon of ‘pragmatic fossilisation’.
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Sahin, Sevgi. "American English, Turkish And Interlanguage Refusals:a Cross-cultural Communication And Interlanguage Pragmatics Study." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613510/index.pdf.
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This study investigates the refusal realizations of native speakers of American English (AE), Turkish (TUR) and Turkish learners of English with advanced level of proficiency (TRE). It aims to uncover the refusal strategies of young AE, TUR and TRE in conversations between equals and also to uncover if the learners display pragmatic transfer in their refusal strategies. In addition to this, the extent to which the social variables of level of closeness and refusal eliciting acts affect the refusal productions of each group is pursued. The thesis also aimed to provide an explanation for the rapport management orientations of the three examined groups when refusing equal-status interlocutors. To this end, the data are collected from three different groups using a Discourse Completion Test (DCT), which is developed out of the situations in a TV Serial. The analysis of data is done manually and each refusal is coded. CLAN CHILDES is utilized in order to see the typical combinations of refusal semantic formulae used by three groups. Later, PASW is used to run descriptive statistics and calculate the frequency and percentages of refusal strategies/semantic formulae.
The results of the study show that refusals and rapport management orientations while refusing status equal interlocutors are culture and situation specific and they differ both cross-culturally and intra-culturally. Research findings also reveal that TRE often produce pragmatically appropriate refusals because refusal strategies they use correspond to those of AE. However, there are some cases in which the evidence of pragmatic transfer are observed with respect to the frequency of certain semantic formula usages.
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Kuchuk, Alexandra. "Politeness in Intercultural Communication: Some Insights into the Pragmatics of English as an International Language." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/238633.
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Taking a social constructionist perspective, this dissertation explores politeness-as-practice (Eelen, 2001) of L2 English speakers in intercultural communication encounters. The study is situated within the English as an International Language (EIL) paradigm which suggests that pragmatic norms in interaction between EIL speakers are dynamic and flexible, and therefore, instead of measuring EIL speakers' success in interaction against a "native-speaker" norm, the research should focus on how speakers themselves define and (co-)construct pragmatic norms and successful interaction (e.g., House, 2003a; McKay, 2009). The view of politeness taken in this study is based on postmodern approaches to politeness, which submit that politeness is dynamic and that the politeness meanings of particular strategies, utterances, and linguistic forms are assigned to them by participants within an interaction. Data were collected through background questionnaires, written questionnaires in the form of critical incidents, and semi-structured informal interviews. The data were analyzed qualitatively, relying primarily on discourse analysis complemented by the theories of "third place", facework, and politeness. The results of this study offer insights into the nature of pragmatic competence in EIL, the processes of the development of such competence, and challenges that L2 English speakers face in this process. Specifically, this study investigates how L2 speakers of English conceptualize politeness, the hybrid and dynamic nature of their pragmatic competence in general and politeness-in-practice in particular, and the interrelationship between politeness and other factors that determine the speakers' pragmatic choices in situations that have potential for misunderstanding, conflict, and face loss. This dissertation contributes to the theory and research in the fields of Second Language Acquisition (SLA), EIL, Intercultural Communication, Interlanguage Pragmatics and Politeness by providing insights into the pragmatic competence and politeness of L2 English speakers. This work deepens the body of scholarship in these fields in that it provides the speakers' own perspectives on the processes of their pragmatic competence development and their concepts of politeness. It is also hoped that insights provided by this study will benefit English language teachers who aim to develop intercultural communicative competence in their classrooms.
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Badal, Bernice. "Investigating English home language and 12 learner's ability to access pragmatic and contextual aspects of literary text." Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80324.
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Thesis (MA)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: This study investigates differences in L1 and L2 Grade 12 learners' interpretation of an English literary text. In particular, the research focuses on pragmatic features of the text, or features which require knowledge of the cultural and situational context in order to be understood. It is hypothesised from the outset that L1 learners will be more adept at interpreting the pragmatic features of the text since L2 learners may lack the necessary linguistic and cultural knowledge needed to derive meaning from an English literary text.
The research takes the form of a qualitative study in which data was derived from ten participants in the form of a standardised test and semi-structured interviews. The test was based on F. Scott Fitzgerald's The Great Gatsby and aimed to determine learners' textual and pragmatic competence through a series of questions. Semi-structured interviews then followed in order to investigate the students' own reasons for shortcomings in the test. In addition, the research draws on theories put forth by Brown and Levinson (1978) and Sperber and Wilson (2005) regarding “pragmatic competence”, Hymes‟ (1972) notion of "communicative competence‟, as well as research into how narratives are embedded into cultural mores, customs and norms. These concepts and ideas were incorporated into the research so far as they could assist in articulating the reasons for shortcomings in the literacy test.
The two methods of data collection and subsequent analysis generated significant information which was then correlated. First, the L1 learners outperformed their L2 peers in the literary test, both in terms of understanding the literary elements and in terms of understanding the cultural and contextual elements of the text. Second, the semi-structured interviews revealed two contrasting methods of language socialisation pertaining to the learners: while the L1 learners acquired English through direct methods and were found to engage more with English literary texts in the home, the L2 learners generally revealed that English was not practised outside of the classroom and engagement with English or English texts was not explicitly encouraged in the home. The study reveals that inadequate exposure to a language not only affects text-comprehension on a grammatical level, but prevents the learner from engaging with and understanding critical pragmatic elements of the literary text such as idioms, metaphors and other cultural references.
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Trubnikova, Victoriya. "La pragmatica dell'italiano L2: analisi teorica e modelli operativi per apprendenti russofoni." Doctoral thesis, Università degli studi di Padova, 2018. http://hdl.handle.net/11577/3421813.
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The research is based on transcultural and interlanguage pragmatics studies and aims at the analysis of five speech acts, namely requests, responces to compliments, protests, apologies and thanks.
In this study there are three groups of participants: Italian and Russian speakers who created the baseline for classification of pragmalinguistic recourses which were analyzed together with non-native speech acts collected by Russian speakers of Italian language. As the instrument of data collection the Discourse Completion Task with 30 situations was chosen. In total 900 responses were analyzed in trans-cultural and interlanguage perspective making use of speech act theory and politeness studies.
Besides this dissertation has an important insight into how the pragmatics research can be used in teaching practice with Russian native speakers. It contains the description of lessons carried out for a group of Russian learners of Italian language.
This work reconciles the inquiry into pragmatic behaviour of Russian and Italian speakers with teaching proposals thus contributing to enhance pragmatic competence of non native speakers.<br>La ricerca per la tesi di dottorato si colloca nell'ambito della pragmatica transculturale e intelinguistica e si prefigge il duplice scopo di analizzare la realizzazione di cinque atti linguistici di richiesta, risposta al complimento, protesta, scusa e ringraziamento e di fornire i modelli operativi d'insegnamento per apprendenti russofoni. La tesi si articola in due parti, di cui la prima indaga il repertorio pragmalinguistico degli atti linguistici, e la seconda getta le basi per future pratiche d'insegnamento.
I partecipanti allo studio sono rappresentati dai tre gruppi di parlanti, ovvero i parlanti nativi italiani, parlanti nativi russi e parlanti non nativi russofoni apprendenti d'italiano L2. I dati sono stati ricevuti grazie alla compilazione del questionario scritto Discourse Completion Task che specifica 30 situazioni comunicative per la sollecitazione degli atti linguistici. In totale sono state analizzate 900 risposte degli informatori in una prospettiva transculturale e interlinguistica applicando la teoria degli atti linguistici e gli studi sulla cortesia. In tal modo è risultato possibile raccogliere il repertorio delle strategie per la realizzazione degli atti linguistici, analizzare la loro frequenza e formulazione in chiave contrastiva transculturale e infine individuare le caratteristiche dell'interlingua dal punto di vista pragmatico.
La seconda parte del lavoro si pone l'obiettivo di ipotizzare un percorso d'insegnamento che serva a migliorare la competenza pragmatica degli apprendenti russofoni e illustra i risultati di una sperimentazione svolta in una classe di apprendenti russofoni.
Questo lavoro permette di conciliare la ricerca fenomenologica con le proposte in campo glottodidattico auspicando di potenziare l'insegnamento d'italiano L2.
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Xu, Wei. "Gaining pragmatic competence in English as a second and a foreign language the effects of the learning environment and overall L2 proficiency /." abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3355607.
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Martínez, Flor Alicia. "The effect of instruction on the development of pragmatic competence in the English as a foreign language context: A study based on suggestions." Doctoral thesis, Universitat Jaume I, 2004. http://hdl.handle.net/10803/10438.
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This dissertation investigates the effects of instruction on the acquisition of pragmatic competence in the classroom setting, and specifically in the English as a Foreign Language (EFL) classroom. In particular, we examine the effects of instruction on learners' pragmatic development of a specific speech act, that of suggestions, with the goal of expanding the range of learning targets addressed in pragmatic interventional studies (Kasper and Rose, 2002). Apart from dealing with instructional effects, we also take into account the need to investigate various types of instruction in order to ascertain their effectiveness (Kasper and Rose, 2002). In this way, we analyse two different treatments (i.e. explicit and implicit) that have been operationalised on the basis of the principles underlying the paradigms of Focus on FormS and Focus on Form (Long, 1991, 1996, 1998; Doughty and Williams, 1998; Long and Robinson, 1998; Doughty, 2001). The aim of comparing both teaching approaches is to determine whether the two treatments are equally effective in developing learners' pragmatic competence regarding their production, awareness and confidence when judging the appropriateness of suggestions in different situations. Additionally, we are also concerned with issues related to research methodology and, bearing in mind findings from studies that observed task effects between oral and written production tasks (Houck and Gass, 1996; Sasaki, 1998; Safont, 2001), we have compared our learners' performance when making suggestions in two different tasks: an oral production task (i.e. phone messages) and a written production task (i.e. email).<br/>The results of the investigation indicate that, in comparison to the control group, both the explicit and implicit groups improved their pragmatic competence regarding their production, awareness and confidence when judging the appropriateness of suggestions in different situations. Moreover, comparing the explicit and implicit groups' performance in the post-test no statistical differences were observed between the two instructional treatments, which illustrates the effects of both explicit and implicit instruction to develop learners' pragmatic competence in the EFL classroom. The findings also show that the production task in which learners are engaged influences their use of suggestions, since there were task effects between the two production tasks employed in our study (i.e. phone messages and emails). In conclusion, the results obtained in this dissertation expand the scope of enquiry in the field of interlanguage pragmatics as well as outline practical pedagogical implications and open several lines of investigation to be examined in future research.
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Соколова, І. В. "Дискурс iнтернет-реклами: проблеми та перспективи дослідження". Thesis, Українська академія банківської справи Національного банку України, 2014. http://essuir.sumdu.edu.ua/handle/123456789/52582.
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Дослідження дискурсу Інтернет реклами є актуальним в аспекті загальних досліджень комунікативних процесів. Дискурс аналіз може бути використаний як структурний інструмент для аналізу текстової організації, так і як етнографічний інструмент для розширення усвідомлення конкретної культури.<br>Research of Internet advertising is topical in bounds of general investigations into the process of communication. Discourse analysis can be used as a structural instrument for researching textual organization, as well as an ethnographic tool for expanding realization of a concrete culture. One of types of Internet advertising is contextual advertising, which is considered to be one of the most successful types of modern advertising.
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Plaza, Cajsa. "The environments differ, and therefore, the language differs. : A case study of how pragmatic competence in English is taught in a Swedish secondary and upper secondary school." Thesis, Stockholms universitet, Engelska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-99946.
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Pragmatic competence has become an essential component of L2 (second language) proficiency. The purpose of this case study is to investigate how pragmatic competence in English is taught in a public Swedish secondary and upper secondary school. The aim with this study is to reach an in-depth understanding of how the teachers in this specific school view, value and teach pragmatic competence. The study has a qualitative approach and was conducted through semi-structured interviews with two teachers. In addition to the interviews, an analysis of the pedagogic material used in the classroom was made. The most significant findings of the study show that pragmatic competence and cultural knowledge are teachable and are indeed being taught in the studied school. Different types of oral activities are the mostly used pedagogical practices to teach different aspects of pragmatic competence. The aspects of pragmatic competence that are in focus, in both secondary and upper secondary school, are formal and informal language, adaptation of the language and politeness.
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PALEARI, VALENTINA. "LA INVESTIGACIÓN COMO ACTIVIDAD DIDÁCTICA EN LA CLASE DE ESPAÑOL COMO LENGUA EXTRANJERA: INSTRUMENTOS PARA EL DESARROLLO DE UNA COMPETENCIA PRAGMALINGÜÍSTICA CONTRASTIVA INTERCULTURAL EN ESTUDIANTES DE L2." Doctoral thesis, Università degli Studi di Milano, 2019. http://hdl.handle.net/2434/675707.
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The present study aims, through an experimentation, to verify the effectiveness of didactic methods and approaches useful for students to initiate dynamics of development of a pragmatic competence in the field of the FL teaching-learning process.
For this purpose, we want to observe if a didactic reflection activity integrating both aspects belonging to the pragmalinguistic sphere and to the sociopragmatic sphere, can give rise to a potential awareness and consciousness about verbal behaviors as well as conversational norms and modes observed from the type of contact, that the activity offers students, with the target speech community. Dealing with the encounter of two sociocultural systems, which is what the learning of a foreign language in practical terms is, this type of didactic action becomes imperative, due to the fact that the interpretation of the experiences and situations everyone faces in the world, pass through a primary and automatic filter which determines a cultural-oriented conception of every linguistic and contextual aspect.
Regarding the present study, the interpretative differences between the Spanish and the Italian systems, in terms of perception of what is considered as polite/impolite, adequate/inadequate during communicative act, are the main research lines examined with a contrastive approach. The aim is to evaluate to what extent such cultural-oriented conceptions and perspectivizations, resulting from norms which are shared among the members of the same speech community, can affect, and at the same time explain, pragmatic phenomena and socially accepted verbal behavior which characterizes a certain speech act.
Testing this hypothesis, on the basis of the analysis of perceptive data related to politeness strategies and related to the concept of verbal behavior adequacy towards a specific situational context, is of particular interest between the Italian and Spanish systems, given a perceived affinity between them, which can lead to misunderstandings and pragmatic “incidents” (Calvi 2004; Guil Povedano 2007; Bailini 2016). This work aims to observe the affinity gradient between the Spanish and the Italian system taking as reference parameters provided by the model proposed by Haverkate (1996; 2003), which relativizes politeness strategies on the basis of two different cultural macro-areas of the world, and by the model proposed by Bravo (1999; 2005), which determines parameters for a reading of in-group interactional modes.
If pragmatic issues are a direct consequence of a sociopragmatic perspectivization, it becomes essential to find a didactic approach which can be effective in transmitting the “linguistic form/structure - functional pragmalinguistic value” relation. At the same time, the didactic approach should provide a first contact with the target speech community, which can offer a system of reference of those natural and inborn correspondences between pragmalinguistic resources and sociopragmatic values. Getting closer to the FL-Culture system requires the ability to read the norms of the target speech community and of the contextual situation from an emic perspective (Duranti 1997). The teaching action must set both the transmission of pramalinguistic and sociopragmatic information related to the FL sociocultural system as a goal, to make the student aware of the use of form and structures which result adequate according to the target speech community standards.
To reach this goal, the present study seeks to test an input processing mode base on an inductive implicit system, which employs input enhancement techniques as support and guideline for the input processing. As an additional goal, the method aims to reduce negative pragmatic interferences. The audiovisual material completes the prospect, being the source of the sociopragmatic information. We think that working with a sort of “hybrid” material, half-way between an FL linguistic activity and a survey about sociocultural issues, carried out autonomously by student-informers, can lead also to reflections about the potential connection between research and didactic application in the FL teaching-learning field.
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Sandström, Daniel. "So, what you’re saying is …? : A study of year 9 students’ attitudes towards and perceived knowledge of communicative competence." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43183.
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Swedes’ proficiency in English is often high up in the world rankings among the countries in which English is an L2[1]. Learners of English are routinely tested in the Swedish school system, using standardized national tests to measure how well students are doing nationwide, whilst also providing teachers with sometimes essential assistance in grading students’ language skills. At the end of year 9, students should have developed “all-round communicative skills”. But how do we determine what having “all-round communicative skills” constitutes? What are learners’ attitudes towards and perception of what they learn, how they learn it and their own present ability? What are some areas in which they believe they can improve the most, and is there a preferred way to learn a specific skill? Is communicative competence even focused on in the classroom, and if it is – how and how often? The purpose of this study is threefold: to identify how communicatively competent students in year 9 consider themselves in comparison to their peers; how much they believe that they work with communicative competence in school; and what they perceive to be their weakness and area of communicative competence that could be improved most. Secondarily, are there any differences in what is believed to be focused on in class between students and teachers? To answer these questions, an overview of the aspects that together constitutes being communicatively competent based on relevant previous research will be provided. The aims of English as a school subject in Swedish schools are studied in order to see what the goals are, according to the curriculum. After collecting data using interviews and a questionnaire, results indicate that students are not always aware of when and how classroom activities are designed to improve communicative competence. Students in general also seemingly have a varying opinion on what areas they have the most potential for improvement in. There is thus a disparity between learners’ expectations and perception of their own needs, and teachers’ opinions of what requires improvement and how learning of communicative skills is best done. [1] In the writing process, a decision was made to call English an L2 and not a FL throughout the study, since they are still trying to learn another language than their L1 in either case (Yule, 2014, p. 187).
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Esperanza, Lucia. "“Discúlpeme señora pero seguramente van a poder poner una silla extra a la mesa, ¿no?” : Un análisis conversacional comparativo sobre la competencia pragmática en usuarios nativos y no-nativos del español." Thesis, Stockholms universitet, Institutionen för spanska, portugisiska och latinamerikastudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78309.
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El siguiente trabajo pretende analizar el nivel de desarrollo de la competencia pragmática en usuarios nativos y no-nativos del español con origen chileno y sueco respectivamente. Se han analizado una serie de conversaciones telefónicas endolingües y exolingües y se han comparado en términos de longitud y en organización de sus secuencias de negociación. Por otro lado, también se ha observado en detalle la cantidad y tipología de marcadores lingüísticos de mitigación utilizados en ambos grupos. A partir de dicho análisis conversacional comparativo se pretendió determinar en qué medida un usuario no nativo de nivel avanzado en español inmerso en una cultura hispanohablante ha logrado dominar la segunda lengua en términos del dominio del discurso y el uso funcional de los recursos lingüísticos de acuerdo a un cierto escenario de intercambio comunicativo. Como resultado se han observado diferencias entre los usuarios nativos y no-nativos en relación con la producción de marcadores de mitigación pero no en la longitud y organización secuencial de las conversaciones.<br>The following paper aims at analyzing the level of development of pragmatic competence among native and nonnative Spanish speakers from Chile and Sweden. A series of endolinguistic and exolinguistic phone conversations have been analyzed and compared with regard to their length and the organization of negotiation sequences. Also, the amount and types of linguistic mitigation markers used in both groups have been accounted for. The overall aim of this comparative study in conversation analysis is to determine in which way nonnative advanced Spanish L2 speakers immersed in a Hispanic culture have been able to master the second language in terms of discourse command and functional use of linguistic resources in a given communicative activity type. Differences were found between native and nonnative speakers with regard to mitigation markers production but not in the length and organization sequence of the conversations.
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Sánchez, Abascal Pablo. "La aplicación del componente pragmático funcional en un manual sueco de español publicado tras el currículo Lgy 2011." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131495.
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El objetivo de esta monografía es el de analizar el modo en el que un manual didáctico para la enseñanza del español en el contexto educativo sueco de bachillerato aplica y desarrolla la competencia pragmática funcional en sus propuestas didácticas. Para la realización de dicho análisis usaremos como instrumento de medida, por una parte, las actividades de simulación, escenario y role-play que propone Sánchez Sarmiento (2005), y que se dirigen a la activación de la competencia pragmática de los estudiantes de lenguas extranjeras y, por otra, los criterios de transacciones e interacciones de colaboración para el desarrollo de la competencia pragmática funcional que se recogen en el §.5 del Marco Común Europeo de Referencia para las lenguas: aprendizaje, enseñanza, evaluación (MCER, 2002). La hipótesis de la que parte este estudio postula que el manual que analizamos (Caminando 5, Natur & Kultur, 2013), a pesar de estar compuesto de propuestas didácticas en las que se presentan el componente pragmático funcional, no enuncia de forma explícita el trabajo con ella, no conduce ni a su activación ni a su desarrollo, su frecuencia de aparición en el manual es irregular, y las actividades que forman parte de sus propuestas didácticas no proponen reflexiones metapragmáticas sobre los propios contenidos pragmáticos de la lengua. La investigación que hemos desarrollado confirma que, aunque en algunas propuestas didácticas del manual se proponen actividades que activan y desarrollan algunos de los criterios de transacción e interacción colaborativa del MCER (2002), su tratamiento resulta poco exhaustivo y su explicitación es escasa. Sin embargo, se puede constatar que el manual representa un acercamiento a los principios metodológicos de los enfoques comunicativos y que su explotación didáctica, aunque no de forma explícita, conduce, en parte, al trabajo con algunos de los criterios pragmáticos funcionales que se proponen en el MCER (2002).<br>The aim of this paper is to analyse the way in which a textbook for teaching Spanish in high school Swedish educational context applies and develops functional pragmatic competence in their educational proposals. To carry out this analysis we will use as two measuring instruments: on one hand, simulation activities, stage activities, and role-play proposed by Sánchez Sarmiento (2005), which are connected to the activation of pragmatic competence of foreign language learners and, on the other hand, the criteria for transactions and interactions of collaboration for the development of functional pragmatic competence set out in the §.5 of the Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR, 2001). The hypothesis in this study postulates that the textbook (Caminando 5, Natur & Kultur, 2013), despite being composed of educational proposals in the functional pragmatic component, does not formulate explicitly work with it, does not lead to its activation or development, their frequency in the manual is irregular, and activities that are part of their educational proposals do not propose metapragmatic reflections on the content of the language themselves. Research we developed confirms that, although some educational proposals that activate manual activities propose and develop some of the criteria transaction and collaborative interaction CEFR (2001), treatment is not very thorough and explicitness is almost scarce. However, we can see that the manual represents an approach to the methodological principles of communicative approaches and its didactic exploitation, although not explicitly, leads, in part, to work with some of the functional pragmatic criteria proposed in the CEFR (2001).
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GIORDANO, CARLO. "LA MITIGAZIONE NELLA PROSA SCIENTIFICO-ACCADEMICA ITALIANA E NELLA PROSPETTIVA DELL'INSEGNAMENTO DELL'ITALIANO LS." Doctoral thesis, Università Cattolica del Sacro Cuore, 2018. http://hdl.handle.net/10280/40179.
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La presente ricerca, che si inserisce negli ambiti della pragmatica, della linguistica testuale e della linguistica applicata, analizza il fenomeno della mitigazione all’interno di un corpus di 25 articoli scientifici in italiano, con l’intento di comprendere meglio questo fenomeno pragmatico nel suo contesto di azione.
Si cerca quindi di rispondere ad alcune domande riguardanti forme, funzioni e domini testuali della mitigazione. Per riuscire in ciò, si è elaborato un approccio pragmatico integrato, derivato dal modello tripartito di Caffi (2007), basato sulla nozione di scope (contenuto proposizionale, dimensione illocutiva e origine deittica dell’enunciato), e dalla lunga tradizione di studi di stampo funzionalista. Si presentano quindi i primi risultati di questa ricerca originale, sia da un punto di vista qualitativo sia qualitativo.
Infine, tale ricerca investiga alcune possibili implicazioni per l’insegnamento dell’italiano LS in ambito accademico, offrendo a quanti coinvolti nell’insegnamento, sia in qualità di ricercatori che di insegnanti, alcune prime conclusioni, strumenti e risorse immediatamente utilizzabili per la progettazione di percorsi formativi volti allo sviluppo di sensibilità testuali e di genere e di abilità come quella di scrittura accademica, definibili comunicative, accademiche e transferable, , abilità cruciali per qualunque studente universitario che intenda completare con successo il proprio percorso di studi.<br>This research, framed into the domain of pragmatics, textual linguistics and applied linguistics, aims to analyse mitigation phenomena within a 25 Italian RA’s corpus, to contribute to a better comprehension of these phenomenon in its context of action.
More in details, this work attempts to answers to some questions regarding forms, functions and text domains of mitigation. In order to do so, an integrated pragmatic approach was elaborated, derived from Caffi’s tripartite model (2007), based on the notion of scope (propositional content, illocutionary dimension and deictic origin), and on the tradition of literature in a functionalist perspective. The first results of this original investigation, both qualitative and quantitative, will be presented.
Furthermore, this research investigates some possible implications in the domain of Italian as FL teaching, and some potential implementations. It provides then, to those involved in teaching Italian LS in academic context, as both teacher and researcher, some first conclusions, tools and resources immediately expendable to design language formation paths, meant to develop textual and genre sensibility as well as competences and skills, like academic writing, defined communicative, academic and transferable, which are crucial for any kind of student to achieve success in their studies.
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GIORDANO, CARLO. "LA MITIGAZIONE NELLA PROSA SCIENTIFICO-ACCADEMICA ITALIANA E NELLA PROSPETTIVA DELL'INSEGNAMENTO DELL'ITALIANO LS." Doctoral thesis, Università Cattolica del Sacro Cuore, 2018. http://hdl.handle.net/10280/40179.
Full textAbstract:
La presente ricerca, che si inserisce negli ambiti della pragmatica, della linguistica testuale e della linguistica applicata, analizza il fenomeno della mitigazione all’interno di un corpus di 25 articoli scientifici in italiano, con l’intento di comprendere meglio questo fenomeno pragmatico nel suo contesto di azione.
Si cerca quindi di rispondere ad alcune domande riguardanti forme, funzioni e domini testuali della mitigazione. Per riuscire in ciò, si è elaborato un approccio pragmatico integrato, derivato dal modello tripartito di Caffi (2007), basato sulla nozione di scope (contenuto proposizionale, dimensione illocutiva e origine deittica dell’enunciato), e dalla lunga tradizione di studi di stampo funzionalista. Si presentano quindi i primi risultati di questa ricerca originale, sia da un punto di vista qualitativo sia qualitativo.
Infine, tale ricerca investiga alcune possibili implicazioni per l’insegnamento dell’italiano LS in ambito accademico, offrendo a quanti coinvolti nell’insegnamento, sia in qualità di ricercatori che di insegnanti, alcune prime conclusioni, strumenti e risorse immediatamente utilizzabili per la progettazione di percorsi formativi volti allo sviluppo di sensibilità testuali e di genere e di abilità come quella di scrittura accademica, definibili comunicative, accademiche e transferable, , abilità cruciali per qualunque studente universitario che intenda completare con successo il proprio percorso di studi.<br>This research, framed into the domain of pragmatics, textual linguistics and applied linguistics, aims to analyse mitigation phenomena within a 25 Italian RA’s corpus, to contribute to a better comprehension of these phenomenon in its context of action.
More in details, this work attempts to answers to some questions regarding forms, functions and text domains of mitigation. In order to do so, an integrated pragmatic approach was elaborated, derived from Caffi’s tripartite model (2007), based on the notion of scope (propositional content, illocutionary dimension and deictic origin), and on the tradition of literature in a functionalist perspective. The first results of this original investigation, both qualitative and quantitative, will be presented.
Furthermore, this research investigates some possible implications in the domain of Italian as FL teaching, and some potential implementations. It provides then, to those involved in teaching Italian LS in academic context, as both teacher and researcher, some first conclusions, tools and resources immediately expendable to design language formation paths, meant to develop textual and genre sensibility as well as competences and skills, like academic writing, defined communicative, academic and transferable, which are crucial for any kind of student to achieve success in their studies.
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Corsetti, Cristiane Ruzicki. "The enhancement of pragmatic competencies via listening activities." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2010. http://tede2.pucrs.br/tede2/handle/tede/1949.
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Previous issue date: 2010-01-18<br>A comunica??o verbal abrange a decodifica??o de formas lingu?sticas e a interpreta??o de significados impl?citos, o que pode ocasionar problemas para aprendizes que desejem se comunicar em contextos de segunda l?ngua. Esta disserta??o apresenta um panorama de teorias pragm?ticas que abordam o tema infer?ncias e comunica??o verbal, a fim de destacar fen?menos pragm?ticos que afetam o significado de enunciados, especificamente atos de fala, implicaturas conversacionais generalizadas e particularizadas e estrat?gias de polidez. Uma an?lise cr?tica de modelos de compet?ncia comunicativa detalha as habilidades que aprendizes necessitam desenvolver para atingir seus objetivos comunicativos e tamb?m faz uma revis?o da no??o de compet?ncia pragm?tica. Posi??es acerca do desenvolvimento pragm?tico destacam a import?ncia de proporcionar input pragm?tico a aprendizes. Este estudo tamb?m prop?e um modelo alternativo de compet?ncia pragm?tica em comunica??o verbal, enfocando a compreens?o pragm?tica e objetivando caracterizar o que dificulta a compreens?o e produ??o de significados pragm?ticos por parte dos aprendizes. A descri??o das sub-compet?ncias inferencial, conversacional-interacional e sociolingu?stica incluiu an?lises pragm?ticas de transcri??es de atividades de compreens?o auditiva, retiradas de livros-texto preparat?rios para o exame IELTS e de recursos online. Esta disserta??o tamb?m investigou o papel de atividades de compreens?o auditiva como uma proposta metodol?gica alternativa, visando promover o desenvolvimento pragm?tico. Um projeto emp?rico, que incluiu um projeto de sala de aula com um grupo de oito aprendizes preparando-se para o exame IELTS, corroborou as seguintes hip?teses: a fim de atingir profici?ncia em compreens?o auditiva, aprendizes necessitam de pr?tica inferencial, visto que infer?ncias sem?nticas e pragm?ticas inserem-se na comunica??o verbal; aspectos sem?nticos e pragm?ticos, que afetam a significa??o dos enunciados, podem ser destacados atrav?s de atividades de compreens?o auditiva que enfocam sub-habilidades espec?ficas de compreens?o auditiva. Os resultados do projeto de sala de aula sugeriram que atividades de compreens?o auditiva t?m o potencial de aprimorar diretamente a sub-compet?ncia inferencial, mas foram inconclusivos com rela??o ?s sub-compet?ncias conversacional-interacional e sociolingu?stica.
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Corsetti, Cristiane Ruzicki. "The enhancement of pragmatic competencies via listening activities." Pontifícia Universidade Católica do Rio Grande do Sul, 2009. http://hdl.handle.net/10923/4158.
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Previous issue date: 2009<br>Verbal communication comprises the decoding of linguistic forms and the interpretation of implicit meanings, which may pose a problem to language learners who wish to communicate in L2 contexts. This thesis presents an overview of pragmatic theories addressing the theme “inferences and verbal communication” in order to highlight pragmatic phenomena which affect utterance meaning, namely speech acts, generalized and particularized conversational implicatures and politeness strategies. The critical analysis of communicative competence frameworks details the abilities learners need to develop so as to achieve their communicative purposes and it also reviews the notion of pragmatic competence. Views on pragmatic development stress the importance of providing learners with pragmatic input. This study also proposes an alternative framework of pragmatic competence in verbal communication, which addresses pragmatic comprehension and attempts to characterise what gets in the way of learners comprehending and producing pragmatic meaning. The description of the inferential, conversational-interactional and sociolinguistic sub-competencies included the pragmatic analyses of listening transcripts taken from “IELTS” coursebooks and online resources. This thesis also investigated the role of listening comprehension activities as an alternative methodological approach to promote pragmatic development. An empirical project which included a classroom project carried out with a group of eight learners preparing for the IELTS examination corroborated the following assumptions: in order to achieve listening proficiency, learners need practice in making inferences as semantic and pragmatic inferences are embedded in verbal communication; semantic and pragmatic aspects affecting the meaning of utterances can be highlighted via comprehension activities focusing on specific listening sub-skills. The results of the classroom project suggested that listening comprehension activities are potentially capable of directly enhancing the inferential pragmatic sub-competency but were inconclusive with regard to the conversational-interactional and sociolinguistic sub-competencies.<br>A comunicação verbal abrange a decodificação de formas linguísticas e a interpretação de significados implícitos, o que pode ocasionar problemas para aprendizes que desejem se comunicar em contextos de segunda língua. Esta dissertação apresenta um panorama de teorias pragmáticas que abordam o tema “inferências e comunicação verbal”, a fim de destacar fenômenos pragmáticos que afetam o significado de enunciados, especificamente atos de fala, implicaturas conversacionais generalizadas e particularizadas e estratégias de polidez. Uma análise crítica de modelos de competência comunicativa detalha as habilidades que aprendizes necessitam desenvolver para atingir seus objetivos comunicativos e também faz uma revisão da noção de competência pragmática. Posições acerca do desenvolvimento pragmático destacam a importância de proporcionar input pragmático a aprendizes. Este estudo também propõe um modelo alternativo de competência pragmática em comunicação verbal, enfocando a compreensão pragmática e objetivando caracterizar o que dificulta a compreensão e produção de significados pragmáticos por parte dos aprendizes. A descrição das sub-competências inferencial, conversacional-interacional e sociolinguística incluiu análises pragmáticas de transcrições de atividades de compreensão auditiva, retiradas de livros-texto preparatórios para o exame “IELTS” e de recursos online. Esta dissertação também investigou o papel de atividades de compreensão auditiva como uma proposta metodológica alternativa, visando promover o desenvolvimento pragmático. Um projeto empírico, que incluiu um projeto de sala de aula com um grupo de oito aprendizes preparando-se para o exame IELTS, corroborou as seguintes hipóteses: a fim de atingir proficiência em compreensão auditiva, aprendizes necessitam de prática inferencial, visto que inferências semânticas e pragmáticas inserem-se na comunicação verbal; aspectos semânticos e pragmáticos, que afetam a significação dos enunciados, podem ser destacados através de atividades de compreensão auditiva que enfocam sub-habilidades específicas de compreensão auditiva. Os resultados do projeto de sala de aula sugeriram que atividades de compreensão auditiva têm o potencial de aprimorar diretamente a sub-competência inferencial, mas foram inconclusivos com relação às sub-competências conversacional-interacional e sociolinguística.
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Anecleto, Úrsula Cunha. "Ação linguístico-comunicativa e a interação na esfera pública comunicacional." Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/8624.
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Previous issue date: 2016-03-22<br>The research investigates theoretical basis to support restructuring strategies of linguistic and communicative actions and interaction processes in the public communication in higher education. Research anchored in the Communicative Action Theory of the German philosopher Jürgen Habermas, and the philosophy of language, the linguist Mikhail Bakhtin where the foundations of communicative rationality in communicative action theory and the foundations of the theory of enunciation were studied. He started from the assumption that higher education is the privileged much space to trigger discursive and communicative actions whose pragmatic rationality facilitates consensus-building between speakers and listeners in search of consensus. The thesis substantiates the fact that the university, as fundamental communicational public sphere to society, constitutes a privileged locus for the formation of language subjects, interacting from linguistic and communicative actions, which take into account the relationship Pragmatic Language and Communicative speeches. The methodology used for analysis of selected works was the Hermeneutics. one basic categories framework of the works of both authors who guided exploration of the basic concepts and their co-relations was produced. The study allowed for the interpretation, establish correlations anchored in the understanding of how language-action contributes to increasing the capacity of understanding linguistically communicable way. The university was becoming known as a communicational public sphere important in the context of the network society, to constitute adequate space for interaction between the various social actors that is, free and democratic manner, in order to generate the agreement between them , always from the best argument. To build the theoretical, approach the study was defined as methodological approach to hermeneutics, as it was considered that this approach allows the construction of a critical reflection, anchored in language action. It became clear in the study that the educational subjects in higher education, seeking to develop the ability to understand linguistically communicable way. The analyzes from the categorical framework facilitated dialogue between the two authors with an emphasis on understanding of speech acts, language, concepts of language and communicative competence. The results show that the language in the network society takes on a dimension that requires complex analysis for his understanding, once they emerge broadly new spaces for debates, socialization skills, and consequently the need to transform recurrently information into knowledge. New forms of communication, require the subject to expand its capacity through linguistic and communicative actions, test validity claims about the world and create spaces of dialogue, negotiation and consensus. The study points out forcefully that the language and communicative actions and contribute to the formation of speech acts of ideas, play an important role in the learning process developed in higher education institutions. These actions constitute important mechanisms in the formation of the subject discursively emancipated, free to interact in the public sphere communication from ethical and moral standards, strengthening discursive-rational-dialogical actions.<br>A pesquisa investiga bases teóricas para fundamentar estratégias de reestruturação das ações linguístico-comunicativas e processos de interação na esfera pública comunicacional no Ensino Superior. A investigação ancorou-se na Teoria do Agir Comunicativo do filósofo alemão Jürgen Habermas, e na Filosofia da Linguagem, do linguista Mikhail Bakhtin a partir das quais foram estudadas as bases da racionalidade comunicativa na teoria de Ação comunicativa e os fundamentos da teoria da enunciação. Partiu-se do pressuposto de que o Ensino Superior é o espaço privilegiado para desencadear ações discursivas e comunicativas cuja racionalidade pragmática facilite a formação de consensos entre falantes e ouvintes em busca de consensos. A tese fundamenta a constatação de que a universidade, enquanto esfera pública comunicacional fundamental para a sociedade, constitui-se em lócus privilegiado para a formação de sujeitos de linguagem, que interagem entre si a partir de ações linguísticas e comunicativas, que levam em conta a relação Pragmática Linguística e Comunicativa dos discursos. A metodologia utilizada para análise das obras escolhidas foi a Hermenêutica. Foi produzida um quadro de categorias basilares das obras de ambos os autores que guiou a exploração dos conceitos básicos e suas co-relações. O Estudo permitiu, pela interpretação, estabelecer correlações ancoradas na compreensão de como a linguagem-ação contribui para a ampliação da capacidade de compreensão de sentidos linguisticamente comunicáveis. A universidade foi tematizada como uma esfera pública comunicacional importante no contexto da sociedade em rede, por se constituir em um espaço adequado para a interação entre os diversos atores sociais que a constitui, de forma livre e democrática, com vistas a gerar o acordo entre eles, sempre a partir do melhor argumento. Para construir a abordagem de cunho teórico do estudo, foi definido como aporte metodológico a Hermenêutica, por se considerar, que essa abordagem permite a construção de uma reflexão crítica, ancorada na linguagem-ação. Foi possível evidenciar pelo estudo que os sujeitos educativos, no Ensino Superior, procuram desenvolver a capacidade de compreensão de sentidos linguisticamente comunicáveis. As análises realizadas a partir do quadro categorial propiciaram diálogos entre os dois autores com ênfase na compreensão dos atos de fala, concepções de língua-linguagem e competência comunicativa. Os resultados apontam que a linguagem na sociedade em rede assume uma dimensão que requer análises complexas para sua compreensão, uma vez que emergem de forma ampla novos espaços de debates, socialização de conhecimentos e, consequentemente, a necessidade de transformar de forma recorrente informações em conhecimento. Novas formas de comunicação exigem dos sujeitos a ampliação de sua capacidade de, através de ações linguístico-comunicativas, testarem pretensões de validez sobre o mundo e criarem espaços de diálogos, negociações e consensos. O estudo aponta de forma contundente que as ações linguísticas e comunicativas, além de contribuírem para formação de atos ideias de fala, desempenham um papel importante no processo de aprendizagem desenvolvido nas instituições de Ensino Superior. Essas ações se constituem em importantes mecanismos na formação do sujeito emancipado discursivamente, livre para interagir na esfera pública comunicacional a partir de padrões éticos e morais, fortalecendo ações discursivo-racional-dialógicas.
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Ohlsson, Maria. "Språkbruk, skämt och kön : Teoretiska modeller och sociolingvistiska tillämpningar." Doctoral thesis, Uppsala universitet, Institutionen för nordiska språk, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3486.
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This thesis deals with jokes and gender as social meaning. Here gender identity is regarded as one kind of social meaning. The gender identity of the individual is produced in interaction with other persons and is also conditioned by cultural codes. Of particular interest is how social identity is constituted by linguistic means. This is discussed using a model of indexicality, i.e. how linguistic features index one or more dimensions of the social context. Especially the indirect and constitutive relations between language and gender are discussed in terms of stances, acts and activities. In this context the speech act joking is seen as an example of a male gender constituent. A second theoretical angle consists of introducing some linguistic theories of humour and applying them to two empirical materials. The first material consists of audiovisual recordings of school pupils’ group discussions with no adult leader present. The pupils work with the same task, both in unisexual and mixed groups. The study focuses on describing how the speakers present suggestions of their own, and respond to the suggestions of others. The suggestions have lent themselves to being grouped into three categories: serious suggestions, playful suggestions, and joking suggestions. Identifying jokes in conversation can be difficult; thus four criteria for joke identification are applied: intention, structure, reaction and convention. Two types of structural criteria are used: semantic and rhetorical. The second material consists of a questionnaire administered to university students, which asks whom the informant apprehends as funny. A general tendency in the answers is that men only mention men, while women single out both women and men. Another tendency is that few women are found in the answers of the questions concerning the mass media, while women mention many funny women in the questions about their own everyday experiences. In this study it is argued that language use not only reflects our place in culture and society but also helps to constitute that place. Women and men encounter different cultural codes, and thus their performance of different speech acts also differs. This has an impact on the speakers’ social identity, one of which is gender identity.
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Arieli-Chai, Hagit. "La relation entre l'acquisition d'une langue et l'art visuel : amplification de la compétence communicative (linguistique, culturelle et pragmatique) et construction de l'identité de l'apprenant." Electronic Thesis or Diss., Strasbourg, 2024. http://www.theses.fr/2024STRAC005.
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Langue et acquisition de la langue sont considérées comme des pensées reliant la communication et les processus sociaux dans un contexte social. Vygotsky (1978) explique que les processus psycholinguistiques sont les reconstructions de l'esprit de l'individu basées sur l'interaction sociale médiée que l'apprenant a vécue. La médiation se fait à travers des signes visuels, linguistiques et acoustiques, et la langue émerge de l'activité sociale et culturelle. Les signes linguistiques sont créés, interprétés et manipulés par l'apprenant pour s'engager dans l'action. Le ‘Tournant Social’ dans l'Acquisition d'une Langue Seconde (ALS) affirme que l'acquisition d'une Langue Seconde (L2) ne peut pas être expliquée en termes purement cognitifs. Les théories poststructuralistes (par exemple, Bourdieu, 1986) et les théories sociales telles que la Théorie des Communautés de Pratique (Lave & Wenger, 1991) ont fourni les concepts et les outils pour repenser l'ALS comme un phénomène principalement social. L'émergence de la psychologie cognitive dans les années 1960 a entraîné un passage de la théorie de l'apprentissage behavioriste à la théorie de l'apprentissage cognitif. Ce passage a caractérisé l'apprentissage comme un processus actif et créatif. Mon étude de recherche qualitative utilise une méthodologie narrative pour examiner l'influence de l'art juif et israélien, en particulier des peintures, sur le développement des compétences communicatives. Cette recherche s'inscrit dans le paradigme qualitatif et s'appuie sur la méthodologie d'étude narrative en analysant quatre études de cas, chacune offrant des perspectives. La recherche explore la relation réciproque entre l'apprentissage des langues et le développement des compétences linguistiques des apprenants, en reconnaissant la nature symbiotique de l'acquisition de la langue et de la compréhension socioculturelle. La recherche évalue dans quelle mesure les peintures amplifient la capacité de communication de l'apprenant, en considérant les aspects idéaux, heuristiques, imaginatifs, linguistiques et interactionnels, ainsi que si le processus d'acquisition de la langue influence l'identité de l'apprenant<br>Language and the acquisition of language are thoughts to connect communication and social processes within a social context. Vygotsky (1978) explains that psycholinguistic processes are the reconstructions of the individual’s mind based on the mediated social interaction the learner has experienced. Mediation occurs through visual, linguistic, and acoustic signs, and language emerges from social and cultural activity. Linguistic signs are created, interpreted, and manipulated by the learner to engage in action. The ‘Social Turn’ in Second Language Acquisition (SLA) claims that Second Language (L2) acquisition cannot be explained in purely cognitive terms. Poststructuralist theories (e.g., Bourdieu, 1986) and social theories such as Community of Practice Theory (Lave & Wenger, 1991) provided the constructs and tools for rethinking SLA as a primarily social phenomenon. The emergence of cognitive psychology in the 1960s caused a shift from behaviorist learning theory to cognitive learning theory. This shift characterized learning as an active and creative process. My qualitative research study employs narrative methodology to investigate the influence of Jewish and Israeli art, specifically paintings, on the development of communicative competences. This research is within the qualitative paradigm and draws on narrative study methodology by analyzing of four case studies, each offering insights. The research explores the reciprocal relationship between language learning and the development of learners' language competence, recognizing the symbiotic nature of language acquisition and sociocultural understanding. The research assesses the extent to which paintings amplify the learner’s ability to communicate, considering ideal, heuristic, imaginative, linguistic, and interactional aspects, as well as whether the process of language acquisition influences the learner's identity
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Oaksford, Michael Robert. "Cognition and inquiry : the pragmatics of conditional reasoning." Thesis, University of Edinburgh, 1989. http://hdl.handle.net/1842/6608.
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This thesis reports the results of both normative and empirical investigations into human conditional reasoning, i.e. reasoning using if ... then and related constructions. Previous empirical investigations have concentrated on experimental paradigms like Wason's Selection Task, where subjects must assess evidence relevant to the truth or falsity of a conditional rule. Popperian falsification provided the normative theory by which to assess errorful behaviour on these tasks. However, it is doubtful whether this is an appropriate normative theory from which to derive a competence model of human reasoning abilities. The relationship between normative theory and competence model need not be direct, no more than the relationship between competence model and performance needs to be. However, research in this area has imported a theory directly into individual psychology from the philosophy of science. On the apparently orthodox assumption of directness, continued adherence to this import may stand in need of re-assessment in the light of the quite radical descriptive inadequacy of falsification as a model of rational scientific inquiry. However, this model also possesses the virtue of relating the interpretation of the rule directly to the normative task strategy. Hence, this thesis has two aims: first, to retain the virtue of a direct relation between normative task strategy and interpretation while simultaneously offering a competence model which is consistent with more recent and descriptively adequate accounts of the process of scientific inquiry. In Part I, this will involve introducing a semantic theory (situation semantics) and showing that the process of inquiry implicit in this semantic theory is consistent with recent normative conceptions in the philosophy of science. The second aim is to show that the competence model derived in Part I can provide a sound rational basis for subjects' observed patterns of reasoning in conditional reasoning tasks. In Part II, chapter 5, the data obtained from the Wason Selection Task using only affirmative rules is discussed and the behaviour observed rationally reconstructed in terms of the competence model of Part I. A central concept of that model is partial interpretation (motivated by concerns of context sensitivity). Prima facie evidence for partial interpretation is provided by the observation of defective truth tables. However, in conditional reasoning experiments using negated constituents, this evidence has been interpreted differently. A subsidiary aim of Part II (which will constitute the largest section of this thesis) therefore concerns the empirical demonstration of the consistency of this data with the competence model.