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Kasper, Gabriele. "The Development of Pragmatic Competence." EUROSLA 6 55 (January 1, 1996): 103–20. http://dx.doi.org/10.1075/ttwia.55.09kas.
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Unlike other areas of second language study, which are primarily concerned with acquisitional patterns of interlanguage knowledge over time, most studies in inter-language pragmatics have focused on second language use rather than second language learning. The aim of this talk is to profile interlanguage pragmatics as an area of inquiry in second language acquisition research, by reviewing existing studies with a focus on learning, examining research findings in interlanguage pragmatics that shed light on some basic questions in SLA, exploring cognitive and social-psychological theories that might offer explanations of different aspeas of pragmatic development, and proposing a research agenda for the study of interlanguage pragmatics with a developmental perspective that will tie it more closely to other areas of SLA.
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Perkins, Michael R., Anat Ninio, and Catherine Snow. "Pragmatic Development." Language 74, no. 2 (1998): 446. http://dx.doi.org/10.2307/417944.
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Gómez, Marjorie N. "Focusing on Speech Acts to Understand and Teach Pragmatics in Language Instruction." Revista Científica de FAREM-Estelí, no. 16 (May 9, 2016): 57–64. http://dx.doi.org/10.5377/farem.v0i16.2605.
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Pragmatics is considered to be an important aspect of language instruction. Today, scholars in language instruction recognize that learners must develop linguistic as well as pragmatic competence. Pragmatic competence helps learners understand, employ, and interpret language in context. However, pragmatics is regarded as one of the most strenuous aspects of language teaching and learning. Studies in pragmatics still seek to respond to the question about the teachability of targeted pragmatic features, which opens the question about whether pragmatics can be taught effectively. Can pragmatics be fully taught or must educators focus on key features of pragmatics such as speech acts, which is perhaps currently the most important established part of the subject? Certainly pragmatics and language teaching should accompany each other. However, in order to assist and assess learners in the appropriate use of language in context, language teachers today must receive some explicit instruction about pragmatics themselves. They need to be acquainted with the resources available to teach pragmatic norms. Speech acts, as part of pragmatics, can help teachers orient their instruction on developing a general awareness of how language forms are used in context. Speech acts provide a framework on which teachers can build learning opportunities for L2 pragmatic development. Speech acts can greatly support students´ development of pragmatic competence. Focusing on speech acts to teach pragmatics seems to be the answer today in language instruction; at least until new classroom research arise to help teachers find resources and materials of pragmatic features and norms.
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MONTANARI, SIMONA. "Pragmatic differentiation in early trilingual development." Journal of Child Language 36, no. 3 (2008): 597–627. http://dx.doi.org/10.1017/s0305000908009112.
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ABSTRACTThis study examines pragmatic differentiation in early trilingual development through a longitudinal analysis of language choice in a developing Tagalog–Spanish–English trilingual child. The child's patterns of language choice with different language users are analyzed at age 1 ; 10 and 2 ; 4 to examine: (1) whether evidence for pragmatic differentiation can be found even before age two and in simultaneous interactions with distinct language users; (2) whether lexical gaps determine the child's choice of one language over another; and (3) whether her patterns of language choice are affected by the interlocutors language use and their responses to mixing. The results indicate that the child was capable of selecting the appropriate language according to the interlocutors' language from the earliest sessions. However, switches to inappropriate languages were common due to vocabulary gaps, the interlocutors' acceptance of mixing and the possibilities determined by the existence of multiple lexical resources and multiple language users.
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Cook, Misty, and Anthony J. Liddicoat. "The development of comprehension in interlanguage pragmatics." Australian Review of Applied Linguistics 25, no. 1 (2002): 19–39. http://dx.doi.org/10.1075/aral.25.1.02coo.
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Abstract In the past, research in interlanguage pragmatics has primarily explained the differences between native speakers’ (NS) and non-native speakers’ (NNS) pragmatic performance based on cross-cultural and linguistic differences. Very few researchers have considered learners’ pragmatic performance based on second language comprehension. In this study, we will examine learners’ pragmatic performance using request strategies. The results of this study reveal that there is a proficiency effect for interpreting request speech acts at different levels of directness. We propose that learners’ processing strategies and capacities are important factors to consider when examining learners’ pragmatic performance.
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Wyner, Lauren, and Andrew D. Cohen. "Second language pragmatic ability: Individual differences according to environment." Studies in Second Language Learning and Teaching 5, no. 4 (2015): 519–56. http://dx.doi.org/10.14746/ssllt.2015.5.4.2.
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The aims of this paper are to review research literature on the role that the second language (L2) and foreign language (FL) environments actually play in the development of learners’ target language (TL) pragmatic ability, and also to speculate as to the extent to which individual factors can offset the advantages that learners may have by being in the L2 context while they are learning. The paper starts by defining pragmatics and by problematizing this definition. Then, attention is given to research literature dealing with the learning of pragmatics in an L2 context compared to an FL context. Next, studies on the role of pragmatic transfer are considered, with subsequent attention given to the literature on the incidence of pragmatic transfer in FL as opposed to L2 contexts. Finally, selected studies on the role of motivation in the development of pragmatic ability are examined. In the discussion section, a number of pedagogical suggestions are offered: the inclusion of pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native-speaker norms. Suggestions as to further research in the field are also offered.
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Kato-Yoshioka, Akiko. "Machiko Achiba, Learning to request in a second language: A study of child interlanguage pragmatics. Clevedon, UK: Multilingual Matters, 2003. Pp. xii, 223. HB £42.95/US $69.95/Can $99.95." Language in Society 33, no. 5 (2004): 780–83. http://dx.doi.org/10.1017/s0047404504245055.
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The question of “how second languages are learned” (Gass & Selinker 1994:1) is central to second language acquisition (SLA) research; however, although a number of longitudinal studies have been carried out examining second language (L2) grammatical development, very little attention has been devoted to L2 learners' development of pragmatic competence over time. As Achiba points out, the majority of previous studies on L2 (or interlanguage) pragmatics have observed the single-moment pragmatic realization of a group of L2 learners with similar proficiency levels and compared it with that of native speakers or L2 learners with different proficiency levels or first language (L1) backgrounds. The current paucity of knowledge regarding the developmental aspect of L2 pragmatic competence has led to calls for detailed longitudinal interlanguage pragmatic studies (cf. Kasper & Schmidt 1996, Kasper & Rose 1999). Achiba's study, which carefully observes the pragmatic development in English requestive realization of a seven-year-old Japanese girl over a period of 17 months, certainly meets these essential needs.
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Kasper, Gabriele, and Kenneth R. Rose. "Introduction to Second Language Pragmatic Development." Language Learning 52 (2002): 1–11. http://dx.doi.org/10.1111/j.1467-1770.2002.tb00022.x.
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Kasper, Gabriele, and Kenneth R. Rose. "Theories of Second Language Pragmatic Development." Language Learning 52 (2002): 13–62. http://dx.doi.org/10.1111/j.1467-1770.2002.tb00023.x.
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Rafieyan, Vahid, and William Rozycki. "Development of Language Proficiency and Pragmatic Competence in an Immersive Language Program." World Journal of English Language 9, no. 1 (2018): 10. http://dx.doi.org/10.5430/wjel.v9n1p10.
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Since pragmatic competence and grammatical competence are two distinct aspects of communicative competence (Bachman, 1990), a high level of grammatical competence may not lead to a high level of pragmatic competence, rather it can be best developed through immersion in the target language. In this respect, this paper addresses three research questions within the context of an immersive language program in an EFL setting: 1) Does instruction in an immersive language program have a significant effect on language learners’ general language proficiency? 2) Is there any significant relationship between language learners’ general language proficiency and their pragmatic competence? 3) Is there any significant relationship between language learners’ level of language contact and their pragmatic competence?In the experiment, Japanese first-year college students (n=18) were assessed through TOEFL PBT at the start of a one-year language immersion program. The subjects thereupon participated in an intensive language program. At the end of the academic year, all subjects took another TOEFL PBT along with a pragmatic competence test (Bardovi-Harlig, 2009) and a language contact survey. The statistical findings of this study demonstrated a significant positive effect for immersive language program on general language proficiency. However, the findings found no significant association between general language proficiency and pragmatic competence and only a weak correlation between language contact and pragmatic competency. This suggests that developing general linguistic proficiency and immersive language contact with a target language do not automatically ensure the acquisition of pragmatic competence.
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Bohn, Manuel, and Michael C. Frank. "The Pervasive Role of Pragmatics in Early Language." Annual Review of Developmental Psychology 1, no. 1 (2019): 223–49. http://dx.doi.org/10.1146/annurev-devpsych-121318-085037.
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Language is a fundamentally social endeavor. Pragmatics is the study of how speakers and listeners use social reasoning to go beyond the literal meanings of words to interpret language in context. In this article, we take a pragmatic perspective on language development and argue for developmental continuity between early nonverbal communication, language learning, and linguistic pragmatics. We link phenomena from these different literatures by relating them to a computational framework (the rational speech act framework), which conceptualizes communication as fundamentally inferential and grounded in social cognition. The model specifies how different information sources (linguistic utterances, social cues, common ground) are combined when making pragmatic inferences. We present evidence in favor of this inferential view and review how pragmatic reasoning supports children's learning, comprehension, and use of language.
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Zhu, Liwei. "Teaching of Pragmatics: Issues in a Global Age." Journal of Language Teaching and Research 10, no. 5 (2019): 1111. http://dx.doi.org/10.17507/jltr.1005.26.
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This article reviews literature on pragmatic teaching in three domains: (1) instructional methods in interpragmatics (2) pragmatic teaching resources (3) test and assessment of pragmatic ability .It aims at providing a comprehensive perspective of the available choices for pragmatics teaching and the ways that second language learners’ pragmatic development can be enhanced in the classroom. In the area of instructional methods, this article reviews researches under the theoretical SLA framework of explicit versus implicit instruction, input processing instruction, and skill acquisition and practice. In the domain of pragmatic teaching resources, two types of pedagogical resources are reviewed: textbooks development and the possibility of the application of CA based research material and electronic corpora to the classroom pragmatics teaching and learning. In the discussion of test and assessment of pragmatic ability, two categories are reviewed. The first is the comparative study of the six types of instruments to test second language learners’ pragmatic ability which is aimed to provide statistical and practical aspects for the test developers and test users. The second reviews the teacher assessment and its related assessment instruments in the application of pragmatic teaching .Finally, this article discusses unique challenges and opportunities pragmatics teaching faces in the current era.
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Marcos, H. "Introduction: early pragmatic development." First Language 21, no. 63 (2001): 209–18. http://dx.doi.org/10.1177/014272370102106301.
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Nippold, Marilyn A. "Developmental Markers in Adolescent Language." Language, Speech, and Hearing Services in Schools 24, no. 1 (1993): 21–28. http://dx.doi.org/10.1044/0161-1461.2401.21.
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Adolescents with language disorders frequently manifest delays in syntactic, semantic, and pragmatic development. Proper assessment and intervention with these students requires the speech-language pathologist to have adequate knowledge of normal adolescent language development. In this article, selected aspects of normal development during adolescence are discussed in the areas of syntax, semantics, and pragmatics. Possible clinical implications of the developmental literature also are discussed.
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Taguchi, Naoko. "Teaching Pragmatics: Trends and Issues." Annual Review of Applied Linguistics 31 (March 2011): 289–310. http://dx.doi.org/10.1017/s0267190511000018.
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Theoretical, empirical, and practical interest in pragmatic competence and development for second language (L2) learners has resulted in a large body of literature on teaching L2 pragmatics. This body of literature has diverged into two major domains: (a) a group of experimental studies directly testing the efficacy of various instructional methods in pragmatics learning and (b) research that explores optimal instructional practice and resources for pragmatic development in formal classroom settings. This article reviews literature in these two domains and aims at providing a collective view of the available options for pragmatics teaching and the ways that pragmatic development can best be promoted in the classroom. In the area of instructional intervention, this article reviews studies under the common theoretical second language acquisition paradigms of explicit versus implicit instruction, input processing instruction, and skill acquisition and practice. In the area of classroom practice and resources, three domains of research and pedagogical practices are reviewed: material development and teacher education, learner strategies and autonomous learning, and incidental pragmatics learning in the classroom. Finally, this article discusses unique challenges and opportunities that have been embraced by pragmatics teaching in the current era of poststructuralism and multiculturalism.
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Kasper, Gabriele. "Introduction: Interlanguage Pragmatics in SLA." Studies in Second Language Acquisition 18, no. 2 (1996): 145–48. http://dx.doi.org/10.1017/s0272263100014856.
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Interlanguage pragmatics—the study of nonnative speakers' use and acquisition of L2 pragmatic knowledge—has hovered on the fringes of SLA research thus far. In theories of 12 acquisition, pragmatics may figure as a constraint on syntactic knowledge, for instance, but pragmatics is not usually recognized as a knowledge component whose development deserves theoretical consideration in its own right. There is thus a tension between SLA as a theoretical (in the sense of “nonapplied”) discipline and the theory and practice of second or foreign language pedagogy. In theories of communicative competence in L2 teaching and testing, pragmatic competence figures prominently (e.g., Bachman, 1990). Curricula and materials for L2 teaching developed in recent years include strong pragmatic components or even adopt a pragmatic approach as their organizing principle.
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Timpe-Laughlin, Veronika. "Adult learners’ acquisitional patterns in L2 pragmatics: What do we know?" Applied Linguistics Review 8, no. 1 (2017): 101–29. http://dx.doi.org/10.1515/applirev-2015-2005.
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AbstractLanguage pedagogy designers are faced with the challenge of engineering learning experiences that are in harmony with how second and foreign languages (L2s) are developed. In the field of L2 pragmatics learning and teaching, this challenge has sparked a considerable amount of research on instructional methods, facilitative interventions, and input enhancements. To a lesser degree, researchers have also investigated L2 pragmatic learning progressions that might inform L2 instruction. This review paper canvasses empirical research into the acquisitional sequences of interlanguage pragmatics (ILP) in adult L2 learners conducted after 2002, the year in which Kasper and Rose’s seminal book, Pragmatic Development in a Second Language, was published. The paper synthesizes the findings of 16 systematically identified empirical studies. Based on this synthesis of findings, new insights and tendencies in L2 pragmatic development are discussed, and areas in need of further research are identified.
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Ishihara, Noriko. "Is It Rude Language? Children Learning Pragmatics Through Visual Narrative." TESL Canada Journal 30, no. 7 (2014): 135. http://dx.doi.org/10.18806/tesl.v30i7.1157.
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There has been an upsurge of interest in teaching second/foreign language (L2) pragmatics in recent years, but much of this effort has been targeted at adult learners. This article introduces small-scale informal instruction exploring the pragmatic development of 9-year-olds in Tokyo, facilitated through dialogic in- tervention on pragmatics using the visual presentation of narratives. Although the instruction took place in an English as a foreign language (EFL) context, the same dialogic approach is relevant to ESL in Canada and elsewhere, as picture books enrich narratives, visually mediating the context of language use in a manner comprehensible and captivating to young learners. The learners’ pragmatic development was scaffolded dialogically through instructional materials doubling as teacher-based assessments, including formality judgment tasks, discourse completion tasks, and student-generated visual discourse completion tasks, assessed through predesigned rubrics and written reflections by the teacher. Video-recorded data showed that repeated visual assistance provided by the teacher and peers led to enhanced pragmatic awareness and metapragmatic judgments of the relative levels of formality and politeness of the target pragmatic formulas. However, with little L2 exposure, these learners were often unable to produce newly introduced expressions and failed to match the demands of the context with appropriate language choices during this isolated series of instructional events.
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González-Lloret, Marta. "Technology and L2 Pragmatics Learning." Annual Review of Applied Linguistics 39 (March 2019): 113–27. http://dx.doi.org/10.1017/s0267190519000047.
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AbstractThe field of technology and language learning, also known as CALL (computer-assisted language learning), is now a robust area of study informed by research and practice in the fields of language education, computer science, psychology, sociology, cognitive science, cultural studies, and, most of all, applied linguistics and second language acquisition (SLA). As with any other large field of study, some subareas have become the focus of study, often influenced by advances and research in applied linguistics, while others remain to be explored further; among these is the area of technology-mediated second/foreign language (L2) pragmatics, also known as interlanguage pragmatics. The lack of research in this area is puzzling if one considers that pragmatic competence is one of the essential components of communicative competence and that most of the technologies today exist in the service of communication. This article reviews the efforts so far to explore the connections between interlanguage pragmatics and a variety of technologies and innovations, as well as existing resources to bring L2 pragmatic teaching into the language classroom. It then suggests unexplored areas where technology could be used to aid the development of pragmatic competence and where pragmatic theory can inform SLA research.
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Aktuna, Seran Doğançay, and Sibel Kamişli. "Pragmatic transfer in interlanguage development." ITL - International Journal of Applied Linguistics 117-118 (January 1, 1997): 151–73. http://dx.doi.org/10.1075/itl.117-118.07akt.
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Lang, Jun. "What impacts L2 Chinese pragmatic competence in the study abroad context?" Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 54, no. 3 (2019): 191–220. http://dx.doi.org/10.1075/csl.18001.lan.
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Abstract This paper reviews current literature on contributions of the study abroad context to second language (L2) Chinese pragmatics and discusses the future prospects of this rapidly growing research area. By synthesizing sixteen empirical studies on pragmatic competence in L2 Chinese in the study-abroad context, this paper answers one question: What impacts L2 Chinese pragmatic competence in the study abroad (SA) context? The findings show that the SA effect on L2 Chinese pragmatic development is mediated by seven factors including general proficiency, pre-program pragmatic competence, language exposure, intercultural competence, learner agency, linguistic affordance, and learner language and cultural background. Based on the research synthesis, this paper suggests future research directions regarding target pragmatic features, measurements, pragmatic competence in writing, and learner factors mediating study-abroad effect from a dynamic-system perspective.
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Hilliker, Shannon M., Chesla Ann Lenkaitis, and Barbara Loranc-Paszylk. "Development of pragmatic competence among L2 learners." International Review of Pragmatics 13, no. 2 (2021): 153–72. http://dx.doi.org/10.1163/18773109-01302002.
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Abstract Although compliments and compliment responses seem to play an important role in discourse of second language (L2) classrooms (Khaneshan & Bonyadi, 2016), the influence of virtual exchanges on enhancing the use of compliment responses remains unexplored. Twelve L2 learners of English from Poland met in groups for six weeks, via video conferencing, with Teaching English to Speakers of Other Languages (TESOL) teacher candidates from a university in the USA. During online sessions, the L2 learners’ primary focus was on discussion in English regarding assigned TED Talks. Data analysis consisted of statistical analyses using SPSS on Likert-scale questions while open-ended responses were coded using NVivo 12 into researcher-created categories. In addition, transcripts were analyzed. It is evident from this study that L2 learners have opportunities to utilize virtual exchange to develop L2 pragmatic awareness related to compliment responses.
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Rose, Kenneth R. "AN EXPLORATORY CROSS-SECTIONAL STUDY OF INTERLANGUAGE PRAGMATIC DEVELOPMENT." Studies in Second Language Acquisition 22, no. 1 (2000): 27–67. http://dx.doi.org/10.1017/s0272263100001029.
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This paper reports the results of an exploratory cross-sectional study of pragmatic development among three groups of primary school students in Hong Kong who completed a cartoon oral production task (COPT) designed to elicit requests, apologies, and compliment responses. The first two of these speech acts are among the most well represented in the pragmatics literature and are also included in the Hong Kong English language syllabus for primary schools. The latter has also been studied extensively but is not part of the syllabus. Data was collected in Cantonese using the same instrument. Although a number of developmental patterns are revealed—particularly in choice of request strategy, frequency of supportive moves, and use of adjuncts with apologies and compliment responses—there is little evidence of sensitivity to situational variation or pragmatic transfer from Cantonese. This study adds to the small, but growing, body of research on pragmatic development in a second language.
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Longobardi, Emiddia, Antonia Lonigro, Fiorenzo Laghi, and Daniela K. O'Neill. "The Assessment of Early Pragmatic Development: A Study of the Reliability and Validity of the Language Use Inventory-Italian." Journal of Speech, Language, and Hearing Research 64, no. 8 (2021): 3186–94. http://dx.doi.org/10.1044/2021_jslhr-20-00516.
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Purpose Pragmatics is receiving much attention in both the fields of developmental and clinical psychology; however, there is a dearth of instruments to assess pragmatic abilities specifically among young toddler-age children. The aim of the current study was to test the psychometric properties of the Italian version of the Language Use Inventory (LUI), named the LUI-Italian, a parent report measure assessing pragmatic language development in children 18–47 months of age. Method Parents of Italian-speaking children who ranged in age between 18 and 47 months completed the LUI-Italian at T1 ( N = 389) and 1 week later ( N = 53). At T1, children were also administered the First Language Test (Test del Primo Linguaggio [TPL]), a direct measure of pragmatics, vocabulary, and syntax. Results Cronbach's alpha values were at or above acceptable levels. Factor analysis and test–retest confirmed the strong structure and reliability of the LUI-Italian. Some evidence for concurrent validity was found, as shown by associations between the LUI-Italian and the TPL. Conclusions The LUI-Italian demonstrated good psychometric properties relating to reliability, thus providing a sound basis for proceeding to a standardization study, and supporting cross-cultural comparison of pragmatic development and further exploration of profiles of pragmatic competence for children displaying language impairments or delay. Future studies need to further test concurrent, divergent, and predictive validity of the LUI-Italian.
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Barón, Julia, and M. Luz Celaya. "Developing pragmatic fluency in an EFL context." EUROSLA Yearbook 10 (August 4, 2010): 38–61. http://dx.doi.org/10.1075/eurosla.10.05bar.
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Studies on pragmatic development, especially on the development of pragmatic fluency, are still scarce in the area of Interlanguage Pragmatics. The present study analyses whether EFL learners (N = 144), from Primary to University levels, who have not been instructed in pragmatics nevertheless show development in pragmatic fluency. A wide variety of measures were used to analyse the learners’ production in open role-play. The results in the present study show that pragmatic fluency indeed develops as proficiency increases (the learners develop their use of gambits and routines, they are capable of changing topics by themselves and they produce appropriate time responses) but also that, in contrast, the development in the use of patterns stops at Grade 11 and there is no development in the opening and the closing phases. These results are discussed in the light of cognitive models of second language acquisition.
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Barron, Anne. "Pragmatic development and stay abroad." Journal of Pragmatics 146 (June 2019): 43–53. http://dx.doi.org/10.1016/j.pragma.2019.05.003.
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Craig, Holly K., and Tanya M. Gallagher. "The development of pragmatic connectives." Journal of Pragmatics 12, no. 2 (1988): 175–83. http://dx.doi.org/10.1016/0378-2166(88)90077-x.
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Kinginger, Celeste, and Kathleen Farrell. "Assessing Development of Meta-Pragmatic Awareness in Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 10, no. 1 (2004): 19–42. http://dx.doi.org/10.36366/frontiers.v10i1.131.
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The research reported herein is part of a larger project, sponsored by the Center for Advanced Language Proficiency Education and Research (CALPER), a National Foreign Language Resource Center at the Pennsylvania State University. This project aims to examine the achievement of foreign language learners in relation to the access to social and interactional affordances these learners negotiated in the host community during a study abroad sojourn in France in Spring, 2003.
 The present paper explores a methodology for assessing learners’ meta-pragmatic awareness of variation in French language use. “Meta-pragmatic awareness” is defined as knowledge of the social meaning of variable second language forms and awareness of the ways in which these forms mark different aspects of social contexts, and is therefore “a crucial force behind the meaning-generating capacity of language in use” (Verschueren, 2000: 439). For this paper, we take as a test case for the study of this phenomenon the learners’ awareness and use of address forms, or the “T/V system” in French (Brown & Gilman, 1960). The “T/V system” (tu versus vous in French) is a key component of sociolinguistic competence in European languages, presenting a complex, dynamic, and inherently ambiguous matter of social indexicality, a case where knowledge of language form necessarily intersects with broader awareness of socio-cultural norms and personal identities (Morford, 1997; Mühlh.usler & Harré, 1990). The differential use of these pronouns offers a significant communicative resource conveying a range of meanings about the relationship between interlocutors, the context of the interaction, and the standing of the interactants in the wider social order.
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Weiss, Amy L. "Why We Should Consider Pragmatics When Planning Treatment for Children Who Stutter." Language, Speech, and Hearing Services in Schools 35, no. 1 (2004): 34–45. http://dx.doi.org/10.1044/0161-1461(2004/005).
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Pragmatics, the use of language in context, has been investigated only recently in the language used by children who stutter (CWS). Historically, researchers compared the length and complexity of the syntactic constructions produced by these children with those of children who do not stutter (CWNS) and generally found the CWS to be relatively deficient. More recently, some investigators have begun to address how the language and fluency of CWS are influenced in different communicative settings. This article describes several findings concerning the pragmatic competencies of CWS set against the traditional framework of pragmatic language development. Most studies have shown no significant differences between the CWS and CWNS groups, although some aspects of pragmatic language use have yielded an exacerbation of stuttering for CWS. These findings have suggested specific ways of incorporating a pragmatic focus in the treatment programming for CWS where the degree of difficulty of language use is increased gradually.
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Takkaç-Tulgar, Ayşegül. "A Qualitative Investigation of Pragmatic Development in Foreign and Target Context." GiST Education and Learning Research Journal, no. 17 (December 17, 2018): 158–92. http://dx.doi.org/10.26817/16925777.457.
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The effects of learning environment on language development in general and pragmatic competence have received increasing attention in the last few decades. The existing studies examined the effects of ESL and EFL settings on pragmatic development from a variety of standpoints. Taking these studies as the basis, this comparative case study aimed to investigate the effects of target context and foreign context on the pragmatic development of two groups of learners, one learning a foreign language (English) and the other learning a second language (Turkish). What differentiates this study from the previous ones is that it compares the cases of learning foreign and second languages (by two different student groups) in the same country (Turkey) The participants, selected on purposeful sampling, were one group of Turkish learners of English in an EFL department in Turkey and the other group was learners from different nationalities learning Turkish in Turkey. The data were collected through participants’ self-reports, interviews and in-class observations by the researcher. The content analysis mainly revealed that the foreign context did not offer learners adequate chances for exposure to and practice in the target language, which negatively influenced their pragmatic development. However, the target context provided ample chances of natural and authentic communication in which learners of Turkish could develop their pragmatic knowledge and production. Based on these results, some pedagogical and practical suggestions are provided.
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Hollenbaugh, Ian. "The development of the Imperfect in Ancient Greek from simple past to imperfective as a blocking phenomenon." Journal of Greek Linguistics 21, no. 1 (2021): 58–150. http://dx.doi.org/10.1163/15699846-02101003.
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Abstract This article seeks to combine the viewpoints of formal semantics and pragmatics, typology, historical linguistics, and philology, in order to give a diachronic overview of the semantic and pragmatic changes observable for the Imperfect indicative within the recorded history Greek. Since its development does not adhere to typologically expected stages of semantic change, I provide a pragmatic account by taking into consideration not only the Imperfect but also the rest of the past-tense system of Greek, namely the Aorist and Perfect. With this holistic approach, I am able to motivate a development that is otherwise typologically anomalous.
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Hashemi, Ali, and Samran Daneshfar. "An Overview of Pragmatism and Pragmatism Assessment." Theory and Practice in Language Studies 10, no. 5 (2020): 584. http://dx.doi.org/10.17507/tpls.1005.12.
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From the time Stalnaker (1974) asked for the development of a pragmatic theory to take into account a detailed explanation of linguistic context, still there is not an agreed-upon theory to explain pragmatic knowledge (Roever, 2011). Due to the vital importance of reliability and validity in language assessment, it is imperative to develop a construct definition for the tests of pragmatic knowledge to be more valid, authentic, and generalizable. In this paper, a short review of pragmatism as well as some issues in the assessment of the pragmatic competence, such as reliability, validity, and practicality, is presented.
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Nguyen, Thi Thuy Minh. "Pragmatic development in the instructed context." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 28, no. 2 (2018): 217–52. http://dx.doi.org/10.1075/prag.00007.ngu.
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Abstract This article reports an eight-month investigation into the long-term impact of explicit instruction on the learnability of different aspects of email requests by a group of Vietnamese university students. Two intact classes were randomly assigned to the treatment (N = 13) and control conditions (N = 19). Over a four-week period, the treatment group received six hours of instruction which comprised consciousness-raising, meta-pragmatic explanation, repeated output practice and teacher feedback. The control group, on the other hand, only followed the usual syllabus. Results of the study indicate that the treatment group obtained significantly greater pre-to-posttest gains than the control group, and that their improvement was retained by the time of the eight-month delayed post-test. Despite the learners’ overall progress, however, it was also found that different aspects of their performance appeared to respond differently to instruction. The article supports the need for instruction of email politeness and discusses implications for future pedagogy and research.
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Bordeaux, Marcy Annice, and Mary Louise Willbrand. "Pragmatic development in children's telephone discourse." Discourse Processes 10, no. 3 (1987): 253–66. http://dx.doi.org/10.1080/01638538709544675.
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Kasper, Gabriele, and Kenneth R. Rose. "Individual Differences in L2 Pragmatic Development." Language Learning 52 (2002): 275–303. http://dx.doi.org/10.1111/j.1467-1770.2002.tb00029.x.
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Rahardi, R. Kunjana. "Ketriaditisan Konteks Pragmatik Tuturan Tidak Santun: Perspektif Kultur Spesifik." Ranah: Jurnal Kajian Bahasa 9, no. 1 (2020): 106. http://dx.doi.org/10.26499/rnh.v9i1.2340.
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The objective of this research was to describe the types of triadicities of pragmatic contexts on impolite utterances in the Indonesian language in culture-specific perspective. The research data were the natural utterances in a culture-specific domain intrinsically containing triadicity of pragmatic contexts. The data were collected and presented through the observation methods, both through the engaged conversation technique and uninvolved conversation technique. The data gathering techniques being applied in the observation method were the recording and note-taking techniques. In addition to the conversation technique, an interview technique was applied both the face-to-face and indirect conversations. The data gathering stage was completed when the data was ready to be analyzed. Data analysis was carried out using the identity method, especially the extralingual identity method. This aligned with the contextual analysis in pragmatics in which contextual aspects must be identified. The results of the study showedthat there were 10 types of triadicities of pragmatic contexts on impolite utterances in the Indonesian language in culture-specific perspective. They were triadicities of pragmatic contexts in: (1) pretense, (2) association, (3) taboos, (4) taunting, (5) arrogance, (6) pleonasm, (7) puns, (8) insults, (9) teasing, (10) interjection. The findings of research bring the significant contribution to the development of pragmatics, particularly the culture-specific pragmatics AbstrakTujuan penelitian ini adalah untuk mendeskripsikan tipe-tipe ketriaditisan konteks pragmatik dalam bahasa Indonesia dengan perspektif kultur spesifik. Data penelitian berupa tuturan-tuturan natural manusia dalam domain kultur spesifik yang secara implisit mengandung triadisitas konteks pragmatik tersebut. Data dikumpulkan dengan menerapkan metode simak, baik simak libat cakap maupun simak bebas libat cakap. Teknik pengumpulan data yang diterapkan adalah teknik catat dan teknik rekam. Selain teknik-teknik tersebut, diterapkan pula teknik wawancara, baik yang sifatnya semuka maupun tidak semuka. Tahap pengumpulan data dipandang selesai ketika data benar-benar telah siap untuk dianalisis. Selanjutnya, analisis data dilakukan dengan menerapkan metode padan, khususnya padan yang bersifat ekstralingual. Metode tersebut selaras dengan metode analisis kontekstual dalam pragmatik. Hasil penelitian menunjukkan bahwa terdapat 10 jenis ketriaditisan konteks pragmatik dalam bahasa Indonesia dalam perspektif kultur spesifik. Kesepuluh jenis tersebut adalah ketriaditisan konteks pragmatik dalam tuturan yang mengandung makna: (1) kepura-puraan, (2) asosiasi, (3) tabu, (4) ejekan, (5) kesombongan, (6) pleonasme, (7) lelucon, (8) hinaan, (9) godaan, (10) interjeksi. Temuan penelitian ini diyakini dapat memberikan kontribusi signifikan bagi pengembangan ilmu pragmatik, khususnya pragmatik dalam perspektif kultur spesifik.
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Asif, Muhammad, Zhiyong Deng, and Zahoor Hussain. "The Case Study of Pragmatic Failure in Second Language of Pakistani Students." International Journal of English Linguistics 9, no. 4 (2019): 200. http://dx.doi.org/10.5539/ijel.v9n4p200.
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The current study explores the pragmatic failure in the second language (L2) of Pakistani learners at the graduate level. Pragmatic failure occurs mainly because of the lack of the cultural awareness and knowledge, and it offers an angle for the discussion in this study. However, the development of L2 learners’ pragmatic competence plays a significant role in accomplishment of communicative competence. This study was aimed to examine the relationship between pragmatics and language proficiency. The data were selected from two universities, i.e., University of Management and Technology, Lahore, and Minhaj University Lahore. The sample of 80 L2 learners participated in this study, and forty students were selected from each university. They were studying English as L2 for four years, respectively. All learners were Urdu speakers and their age ranged from 22 to 28. To assess participants’ language proficiency, Oxford Quick Placement Test (1999) was employed. The data were analyzed through the SPSS software (version 22) to answer the research questions. The descriptive analysis is utilized to find out the results. In order to evaluate the data, One Way ANOVA was run to see the level of significance among the three groups, i.e., High, Mid and Low. It is 0.445 between High and Mid group, and finally the level of significance between Low and Mid group is 0.001. The results reveal that L2 Pakistani learners have a lot of problems not only in pragmatic competence but in language proficiency as well. However, there is a significant relationship between pragmatics and language proficiency. And finally, it is found that there is no difference between male and female learners in pragmatic field, and eventually we came to this conclusion that pragmatic feature of English is predictable, namely, those students who are in a high level of language proficiency do better in pragmatic situations.
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Sykes, Julie M., and Andrew D. Cohen. "Strategies and interlanguage pragmatics: Explicit and comprehensive." Studies in Second Language Learning and Teaching 8, no. 2 (2018): 381–402. http://dx.doi.org/10.14746/ssllt.2018.8.2.9.
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Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen’s (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, & Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation.
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Lebedev, A. V., S. V. Bespalova, and I. S. Pinkovetskaia. "Developing the communicative-pragmatic competence in the training of the Russian linguistics bachelor students." Revista Amazonia Investiga 10, no. 37 (2021): 135–45. http://dx.doi.org/10.34069/ai/2021.37.01.14.
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The development of the oral and written skills in the practice of teaching foreign languages in the Russian linguistic higher institution pays the major attention to the construction of monologic and dialogical statements without focusing on the pragmatic factors of communication. When mastering language expressions, students do not always correlate them with the specific communicative tasks in a certain situation of foreign language communication, which is due to the ignorance of the pragmatic component. Meanwhile, the correct correlation and use of linguistic units in the process of foreign language communication (adequate to a given situation and intentions) is extremely important at the first or second (freshman and sophomore) years of higher education, when students primarily master the skills of the correct expression means. However, in teaching foreign languages (e.g., German and English), there is a disregard for such pragmatic factors as: setting and defining intentions, social roles and focusing on the interpersonal relations of communicants, targeted communication; isolation of the communicative competence from the pragmatic issues; insufficient study of the discourse content and structure as the means of teaching foreign languages in conjunction with pragmatic characteristics. The authors propose their own methodology for the development of the communicative-pragmatic competence under the conditions of training the prospective bachelors of linguistics. Research methods include systematic approach, provisions of the interdisciplinary approach, competence-based approach, comparative method, modeling method. The communicative-pragmatic model of teaching foreign languages presented in this article has confirmed its effectiveness for the development of oral and written speech practice among bachelor students of the linguistic university. The introduction of the developed methodology will increase the level of the language proficiency and the degree of formation of the students` communicative-pragmatic competence by motivating and expanding their speech capabilities.
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Diepenbroek, Lori G., and Tracey M. Derwing. "To What Extent Do Popular ESL Textbooks Incorporate Oral Fluency and Pragmatic Development." TESL Canada Journal 30, no. 7 (2014): 1. http://dx.doi.org/10.18806/tesl.v30i7.1149.
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We examined several popular integrated skills textbooks used in Language Instruc- tion for Newcomers to Canada (LINC) and English as a second language (ESL) programs for pragmatics and oral fluency activities. Although many instructors use other resources to supplement classroom instruction, the textbook is still the backbone of many language courses. We wanted to know to what extent textbooks focus on pragmatics and oral fluency, as well as the range of activities featured in each. In light of the recent federal evaluation of LINC programs in Canada, which indicated extremely limited improvement in speaking and listening skills as a result of language instruction, it is important to know which textbooks offer the best opportunities for pragmatics and fluency development. We determined that very few textbook series are consistent in their inclusion of pragmatic content in terms of scope, quality, and quantity. As might be expected, oral fluency is not a major focus in integrated skills texts; however, those activities that are intended to enhance fluency development could easily be improved by an instructor.
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Loukusa, Soile, Eeva Leinonen, and Nuala Ryder. "Development of pragmatic language comprehension in Finnish-speaking children." First Language 27, no. 3 (2007): 279–96. http://dx.doi.org/10.1177/0142723707076568.
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Moreno Manso, Juan Manuel, Ma Elena García-Baamonde, Macarena Blázquez Alonso, and Eloísa Guerrero Barona. "Pragmatic language development and educational style in neglected children." Children and Youth Services Review 32, no. 7 (2010): 1028–34. http://dx.doi.org/10.1016/j.childyouth.2010.04.008.
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Christy, T. Craig. "Vygotsky, Cognitive Development and Language." Historiographia Linguistica 40, no. 1-2 (2013): 199–227. http://dx.doi.org/10.1075/hl.40.1-2.07chr.
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Summary Lev Vygotsky’s (1896–1934) views of the genesis of language and its relation to thought, illustrated here by his account of the origin of the pointing gesture, can be seen as anticipating current research in socially constituted cognition, pragmatics, developmental psychology and grammaticalization, in all of which the importance of contextual and pragmatic factors looms large. His conceptualization of the evolution of communication from action to semiosis has bearing on, and is illuminated by, recent developments in neurobiology, developmental psychology, primatology, and grammaticalization theory. Specifically, recently discovered mirror neuron systems may offer a neurophysiological platform for the evolution of language from gesture and imitation, for the transition from action to sign, from referential to relational meaning, an evolution in which the establishment of joint attention is pivotal. With his emphasis on the dynamic, socially constructed nature of signs, Vygotsky shares Humboldt’s view of language as energeia, as a system in a perpetual state of emergence, a view consistent with Condillac’s ‘language of action’, in which spontaneous vocalizations and gestures give rise to sign functions. Research of the grammaticalization pathways associated with demonstratives and modal particles also offers new perspectives on the process and hypothesized unidirectionality of grammaticalization, including the plausible claim that demonstratives represent a second and separate source of candidates for grammaticalization. Integrating grammaticalization research with findings from relevant social and natural sciences holds out the prospect of underwriting significant advances in understanding the origin of language and the emergence of grammar.
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Czerwionka, Lori, and Daniel J. Olson. "Pragmatic development during study abroad." International Journal of Learner Corpus Research 6, no. 2 (2020): 125–62. http://dx.doi.org/10.1075/ijlcr.19006.cze.
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Abstract The current investigation examined the development of second language (L2) intensifier use in spoken Spanish over a 6-week immersion program in Madrid (n = 45). Native Spanish speakers from Madrid (n = 10) served as a comparison group to represent the local ambient input or sociopragmatic norm to which L2 learners were exposed. Data were extracted from semi-structured interviews. Results exposed different developmental trends over the program for intensifier frequency, intensifier lexical diversity, and intensifier collocations. While learners already had a strong sense of which intensifiers were most frequent in Spanish and how to use them in appropriate linguistic environments at the beginning of the program, the immersion program had positive impacts on the development of intensifier frequency and intensifier lexical diversity. The findings also highlighted different intensifier frequency developmental trends among learners, which collectively suggested that learners adjusted to the sociopragmatic norm of intensifier use in Madrid over the immersion experience.
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Andrés-Roqueta, Clara, and Napoleon Katsos. "A Distinction Between Linguistic and Social Pragmatics Helps the Precise Characterization of Pragmatic Challenges in Children With Autism Spectrum Disorders and Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 63, no. 5 (2020): 1494–508. http://dx.doi.org/10.1044/2020_jslhr-19-00263.
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Purpose Children with autism spectrum disorders (ASDs) and children with developmental language disorder (DLD) face challenges with pragmatics, but the nature and sources of these difficulties are not fully understood yet. The purpose of this study was to compare the competence of children with ASD and children with DLD in two pragmatics tasks that place different demands on theory of mind (ToM) and structural language. Method Twenty Spanish-speaking children with ASD, 20 with DLD, and 40 age- and language-matched children with neurotypical development were assessed using two pragmatics tasks: a linguistic pragmatics task, which requires competence with structural language, and a social pragmatics task, which requires competence with ToM as well. Results For linguistic pragmatics, the ASD group performed similarly to the DLD and language-matched groups, and performance was predicted by structural language. For social pragmatics, the ASD group performed lower than the DLD and language-matched groups, and performance was predicted both by structural language and ToM. Conclusions Children with ASD and children with DLD face difficulties in linguistic pragmatics tasks, in keeping with their structural language. Children with ASD face exceptional difficulties with social pragmatics tasks, due to their difficulties with ToM. The distinction between linguistic and social pragmatic competences can inform assessment and intervention for pragmatic difficulties in different populations.
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Taguchi, Naoko, and Shuai Li. "Replication research in contextual and individual influences in pragmatic competence: Taguchi, Xiao & Li (2016) and Bardovi-Harlig & Bastos (2011)." Language Teaching 52, no. 1 (2017): 128–40. http://dx.doi.org/10.1017/s0261444817000222.
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Recent development in L2 pragmatics research in a study abroad context has witnessed an emerging line of studies investigating the joint influences of contextual and individual learner factors on second language (L2) pragmatic development. This paper argues for the replication of two representative quantitative studies in this new research direction. Situated within the field's increasing emphasis on explaining the development of L2 pragmatic competence, the first part of this paper makes a case for the necessity of replicating quantitative studies investigating the study abroad context, highlighting why and how the field can benefit from replication research. The second part of this paper presents detailed accounts of the two focus studies and suggests several options for approximate and conceptual replications.
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Lu, Licheng. "Pragmatic Failure in Interpretation and the Development of Students’ Pragmatic Competence in Interpreting." English Language Teaching 12, no. 3 (2019): 37. http://dx.doi.org/10.5539/elt.v12n3p37.
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Based on Jenny Thomas’s dichotomous classification of pragmatic failure, this study proposes a new perspective and classifies pragmatic failure in interpretation into three categories: pragma-linguistic failure, socio-pragmatic failure and malaprop-pragmatic failure. Specific examples are given to illustrate the causes and effects of each category of pragmatic failure in interpretation. Meanwhile, this study establishes the “curriculum-textbook-teacher-teaching” scheme to develop students’ pragmatic competence in interpreting with which they are able to avoid pragmatic failure in interpretation.
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Vaidya, Hemangi, Aarti P. Waknis, and Shweta Deshpande. "Pragmatic abilities of children with severe to profound hearing loss." International Journal of Otorhinolaryngology and Head and Neck Surgery 7, no. 5 (2021): 736. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20211424.
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<p class="abstract"><strong>Background:</strong> Western studies indicate that children with hearing impairment (CHI) are at risk of pragmatic delay due to their delayed language development. Pragmatics is influenced by culture. Hence the objective of the study was to compare the pragmatic skills of Marathi speaking CHI using hearing devices and typically developing children (TDC) matched according to their expressive language age, chronological age, and hearing age.</p><p class="abstract"><strong>Methods:</strong> Group I included 40 CHI using a hearing device having a chronological age range of 24 to 68 months, with an expressive language age of 6 to 48 months on receptive-expressive emergent language scale (REELS) and with a hearing age in the range of 12 to 36 months. Group II consisted of 40 TDC in the age range of 6 to 48 months. Checklist for assessment of pragmatics of pre-schoolerswas administered for assessment of pragmatics to children in both the groups.</p><p class="abstract"><strong>Results:</strong> Statistical analysis using unpaired t test indicated that there was a significant difference in pragmatic skills of the two groups when they were matched on the basis of their chronological and expressive language age (p&lt;0.01), but there was no significant difference between the two groups when they were matched on the basis of their hearing age (p&gt;0.01).</p><p class="abstract"><strong>Conclusions:</strong> Pragmatic ability is delayed in CHI and is more a function of hearing age than chronological age or expressive language age. Thus, pragmatic abilities should be assessed and intervention provided if required for CHI even if they have good expressive ability.</p>
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Di Sante, Mélissa, Audette Sylvestre, Caroline Bouchard, and Jean Leblond. "The Pragmatic Language Skills of Severely Neglected 42-Month-Old Children: Results of the ELLAN Study." Child Maltreatment 24, no. 3 (2019): 244–53. http://dx.doi.org/10.1177/1077559519828838.
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The goals of this study were twofold: (1) to compare the pragmatic language skills (i.e., social communication skills) of 42-month-old neglected children with those of same-aged non-neglected children and (2) to measure the prevalence of pragmatic difficulties among the neglected children. The study sample was composed of 45 neglected and 95 non-neglected 42-month-old French-speaking children. The Language Use Inventory: French (LUI-French) was completed with all parents. This measure, comprised of 159 scored items divided into 10 subscales, was used to assess the children’s pragmatic skills. The 10th percentile on the LUI-French (95% confidence interval ) was used to identify children with pragmatic difficulties. The neglected children had lower scores than the non-neglected children on all 10 dimensions of pragmatics evaluated ( p < .01), as well as lower LUI-French Total Scores ( p < .001). The effect sizes of these differences varied between 0.84 and 2.78. Forty-four percent of the neglected children presented significant pragmatic difficulties compared to 4.2% of their non-neglected peers ( p < .001). It can be concluded that exposure to neglect significantly compromises children’s pragmatic skills. These results support the need for interventions geared toward neglected children and their families to support the early development of their pragmatic skills.
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Taguchi, Naoko, and Shuai Li. "Introduction to a thematic review: Pragmatics research in Chinese as a second language." Chinese as a Second Language Research 6, no. 1 (2017): 1–6. http://dx.doi.org/10.1515/caslar-2017-0001.
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AbstractAs Chinese is quickly becoming the language for intercultural communication, rules and norms of interaction in Chinese – how to speak with the level of politeness and formality required in a situation, or to understand another person’s intention communicated indirectly – are critical aspects of learning Chinese. Despite this growing interest in Chinese teaching and research, most studies have focused on formal aspects of Chinese competence (e.g., grammar and character knowledge), and little research has addressed pragmatic aspects of Chinese learning (Taguchi, 2015). To fill this gap, this thematic review presents four empirical studies on pragmatics in Chinese as a second language. Four studies deal with a variety of pragmatic features in Chinese (e.g., sentence final particles, formulaic expressions, request-making forms, mitigation strategies, stance markers) to illustrate how those features can inform us about L2 Chinese learners’ pragmatic competence and development.