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Articles de revues sur le sujet « Pragmatics instruction »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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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 o

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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 b

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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 pra

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Zhu, Huan. "A Review on Refusals in Second Language Pragmatics Instruction." Journal of Linguistics and Communication Studies 2, no. 2 (2023): 127–35. http://dx.doi.org/10.56397/jlcs.2023.06.17.

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Research on the development of L2 pragmatic competence has focused chiefly on speech acts. However, this does not mean that speech acts are sufficiently understood. Refusals have been much less studied than requests, though they are the second most investigated speech act (Ren, 2022). This paper aims to make contributions to L2 refusal instruction by reviewing previous studies on L2 refusals. In conclusion, research on L2 refusal instruction has mostly concentrated on implicit and explicit instruction, ignoring the role of task-based instruction and other instructions. However, they are widely

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Barón, Júlia, M. Luz Celaya, and Mayya Levkina. "Learning pragmatics through tasks." Applied Pragmatics 2, no. 1 (2020): 1–25. http://dx.doi.org/10.1075/ap.18010.bar.

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Abstract This study aims at examining the benefits of teaching L2 pragmatics with the use of tasks. The participants were 50 Catalan/Spanish bilingual students (aged 12–14) from three intact classes who were learners of English as a Foreign Language and with an upper-intermediate level of proficiency. The three groups followed different approaches to teaching pragmatics: G1 was instructed in pragmatics following a task-supported approach; G2 was also instructed in pragmatics but no tasks were used; and G3 was a control group with no instruction on pragmatics and no use of tasks, either. To ass

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Sánchez-Hernández, Ariadna, and Alicia Martínez-Flor. "Teaching the pragmatics of English as an international language: A focus on pragmatic markers." Language Teaching Research 26, no. 2 (2021): 256–78. http://dx.doi.org/10.1177/13621688211064933.

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The current era of globalization and emergence of English as an international language (EIL) has brought about new opportunities for L2 pragmatic learning and teaching. The common view of pragmatic learning as an approximation to native-likeness is changing towards conceiving pragmatic ability as a tool to interact with people of different cultural and linguistic backgrounds, the majority of whom are non-native speakers (NNSs) of English. While such reality is widely acknowledged, few attempts have been made to teach pragmatic competence in EIL. Addressing this concern, the present study inves

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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 mediatin

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Kim, Hyekyeng. "THE EFFECTS OF PRAGMATIC INSTRUCTION ON THE PRAGMATIC AWARENESS AND PRODUCTION OF KOREAN UNIVERSITY STUDENTS." Indonesian Journal of Applied Linguistics 7, no. 2 (2017): 133. http://dx.doi.org/10.17509/ijal.v7i2.8136.

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Despite the ongoing research of interlanguage pragmatics, intervention studies concerning pragmatic instruction have not been conducted as actively. The present study aims to investigate the effects of pragmatic instruction on Korean university students specifically regarding compliment responses. The effects of the instruction were examined in terms of the students' pragmatic awareness and production, according to the various language proficiency levels of the students. A total of 106 Korean university students from various majors participated in the study. The experimental group received exp

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Yousefi, Marziyeh, and Hossein Nassaji. "A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables." Technology-mediated feedback and instruction 170, no. 2 (2019): 277–308. http://dx.doi.org/10.1075/itl.19012.you.

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Abstract This paper reports the results of a meta-analysis of 39 published studies conducted during the last decade (from 2006 to 2016) on the effects of instruction and corrective feedback on learning second language (L2) pragmatics. The study meta-analyzed the effects of instruction in terms of several moderator variables including mode of instruction, type of instruction, outcome measures, length of instruction, language proficiency, and durability of the instructional effects. It was found that (a) computer-assisted instruction generated larger effects than face-to-face instruction, (b) in

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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 pragmat

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Derwing, Tracey M., Erin Waugh, and Murray J. Munro. "Pragmatically speaking." Applied Pragmatics 3, no. 2 (2021): 107–35. http://dx.doi.org/10.1075/ap.20001.der.

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Abstract The relationship between second language (L2) comprehensibility and pragmatics is explored in two experiments involving instruction of speech acts to learners enrolled in a Language Instruction for Newcomers to Canada program. The study was designed to determine whether improved pragmatic competence results in enhanced comprehensibility (how easy L2 speech is to understand). Two intact classes participated; one received 25 hours of pragmatics instruction, while the control group received the standard curriculum (no focus on pragmatics). Both classes were recorded in role-plays based o

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González-Lloret, Marta. "Technology-enhanced pragmatic instruction." Applied Pragmatics 6, no. 2 (2024): 131–46. https://doi.org/10.1075/ap.00023.gon.

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Abstract Developing pragmatic competence in another language is not an easy task for language learners, especially in foreign language settings which are deprived of real and rich interactions with different speakers of the target language in a variety of contexts. For more than a decade, researchers of L2+ pragmatics have proposed that technology and technology-mediated environments can expose students to a large variety of context and interactional practices to enhance their pragmatic awareness and develop their pragmatic competence. This article reviews studies that have investigated the po

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Pandey, Gopal Prasad. "Pragmatic Dimensions of Language Teaching: Theoretical Insights and Classroom Practices." Nepalese Linguistics 38, no. 1 (2024): 60–71. http://dx.doi.org/10.3126/nl.v38i1.71558.

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The growing recognition of the role of pragmatic competence in effective communication has led to an increasing interest in its integration within English language teaching. This study explores the integration of pragmatics into English language teaching, focusing on how teachers conceptualize and implement pragmatic instruction within curriculum. The article also highlights the challenges teachers face in integrating pragmatics into the curriculum, such as the lack of explicit guidelines and resources and the difficulty in creating authentic interaction opportunities. Despite these challenges

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Taguchi, Naoko. "Instructed pragmatics at a glance: Where instructional studies were, are, and should be going." Language Teaching 48, no. 1 (2015): 1–50. http://dx.doi.org/10.1017/s0261444814000263.

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This paper brings together the research and developments of instructed pragmatics over the past three decades by reporting the synthesis findings of instructional intervention studies in interlanguage pragmatics. Two questions have guided this investigation: (1) is instruction effective in learning pragmatics?; and (2) what methods are most effective in learning pragmatics? Exhaustive electronic bibliographical searches yielded a body of 58 instructional intervention studies for the review. Findings across these studies are compared and explored for common patterns and inconsistencies that eme

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Taguchi, Naoko, Xiaofei Tang, and Joy Maa. "Learning how to learn pragmatics." East Asian Pragmatics 4, no. 1 (2019): 11–36. http://dx.doi.org/10.1558/eap.38207.

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Learning strategies are self-generated actions taken to make learning more efficient,productive, and transferable to new settings (Oxford, 1990, 2011). We can teach students how to use learning strategies efficiently, helping them gain autonomy and control of their own learning process. This study applied strategy instruction to pragmatics learning in a second language (L2). Adapting Oxford's (2011) taxonomy, we taught L2 learners various cognitive and metacognitive strategies, including how to pay attention to select pragmatic features, and how to monitor and evaluate their learning of the fe

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Glaser, Karen. "News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence." Intercultural Pragmatics 13, no. 4 (2016): 529–61. http://dx.doi.org/10.1515/ip-2016-0023.

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Abstract 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 explicit-deductive instructional approach in the teaching of pragmatic skills in English as a Foreign Language (EFL), more specifica

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Taguchi, Naoko. "Commentary." Second language pragmatic development in study abroad contexts 7, no. 1 (2022): 176–80. http://dx.doi.org/10.1075/sar.00003.com.

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Abstract Ariadna Sánchez-Hernández presents five articles that showcase current trends of study abroad research in second language (L2) pragmatics. The study abroad context has attracted a large number of empirical investigations in L2 pragmatics (for a review, see Pérez Vidal & Shively, 2019). The popularity of the study abroad context in pragmatics is understandable when we consider the nature of pragmatic competence. Pragmatic competence involves linguistic knowledge, sociocultural knowledge, and the ability to interact with others appropriately using these knowledge bases (Taguchi, 201

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Zaferanieh, Elaheh, Mansoor Tavakoli, and Abbass Eslami Rasekh. "Second language pragmatics development through different instructional techniques." ITL - International Journal of Applied Linguistics 171, no. 1 (2019): 113–41. http://dx.doi.org/10.1075/itl.17001.zaf.

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Abstract This study investigated the effectiveness of three types of instruction on learning the speech act of criticizing by 100 Iranian learners of English. For 10 weeks, the consciousness raising group (N = 27), input enhancement group (N = 23), and ZPD (Zone of Proximal Development)-sensitive group (N = 25) participated in the study. The three treatment groups were compared with a control group (N = 25) on pre-tests, immediate and delayed posttests performance of discourse completion test and role-play test. The results revealed that treatment groups significantly improved and outperformed

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Zardaryan, Edgar. "SIGNIFICANCE OF PRAGMATICS WITHIN SLA INSTRUCTION WITH FOCUS ON THE SPEECH ACT OF REQUESTS." Armenian Folia Anglistika 19, no. 2 (28) (2023): 097–108. http://dx.doi.org/10.46991/afa/2023.19.2.097.

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This comprehensive report illuminates the profound significance of pragmatics within the realm of Second Language Acquisition (SLA), with a specific emphasis on the speech act of requests. By examining studies rooted in Speech Act Theory, we can further investigate the critical role of pragmatic competence within the ESL/EFL classroom setting. This paper centralizes student perceptions of pragmatics while taking into consideration both cross-linguistic and extra-linguistic factors. Furthermore, the report will present novel innovative pedagogical practices that seamlessly integrate Task-Based

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González-Lloret, Marta. "Technology-mediated tasks for the development of L2 pragmatics." Language Teaching Research 26, no. 2 (2022): 173–89. http://dx.doi.org/10.1177/13621688211064930.

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Developing pragmatic competence implies the learning of the norms and principles that affect the behavior of participants in a culture (i.e. sociopragmatics) and the ability to choose the language to realize those norms (i.e. pragmalinguistics). Learning to be pragmatically appropriate in the second language (L2) is not easy, and although it is possible without instruction, research shows that instruction helps development (Plonsky & Zhuang, 2019). This article advocates that technology-mediated tasks are an excellent and effective pedagogic tool to promote L2 pragmatic development. The ar

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Gómez-Laich, María Pía, Ashley Weber Yochim, and Rémi A. van Compernolle. "Mediating Concept Formation in Classroom Interaction: A Case Analysis of L2 Spanish Concept-Based Pragmatics Instruction." Language and Sociocultural Theory 10, no. 2 (2025): 122–44. https://doi.org/10.3138/lst-2024-0010.

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This article traces the mediated formation of L2 pragmatics concepts as it occurred in classroom interactions during a concept-based pragmatics instruction enrichment program in a first-semester university-level Spanish class. Building on previous research documenting the outcomes of such enrichment programs, we delve into the microgenesis of pragmatic concepts through careful line-by-line analysis of interactions between students and their teacher. We focus in particular on one student, Donna, and show how classroom interaction provided an opportunity for her to pick up and reappropriate rele

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Farida, Lebbal. "Foreign Language Teaching and Higher Education in Algeria Reconsidering the Pragmatic Ability as a Teaching Goal." International Journal of English Language and Translation Studies 02, no. 04 (2014): 12–21. https://doi.org/10.5281/zenodo.15934.

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Over the past few years, important strides have been made toward recognizing the development of pragmatic competence as a less peripheral component of foreign Language proficiency. Current research questions have extended beyond the confines of how important is integrating pragmatics in Language syllabi to addressing issues like what strategies, techniques and kind(s) of instruction should be implemented for a more sustained pragmatic competence. The contribution of the present paper is threefold; First, revisiting the different Pragmatics developmental models that proved thriving and producti

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Glaser, Karen. "Metapragmatic perceptions in native language vs. lingua franca settings." Study Abroad Research in Second Language Acquisition and International Education 2, no. 1 (2017): 107–31. http://dx.doi.org/10.1075/sar.2.1.05gla.

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Abstract Language learning in study abroad is usually analyzed for settings where the target language is the native language, thereby ignoring the growing number of lingua franca contexts in study abroad. To address this gap, this study examined the pragmatic perceptions of 19 English learners studying abroad, comparing students in native-language settings to their peers in lingua franca environments. During their semester abroad following pragmatic instruction, the learners composed essays which elicited their perceptions of the instruction’s usefulness, applicability, gains in pragmatic awar

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SURIAN, LUCA, MARIANTONIA TEDOLDI, and MICHAEL SIEGAL. "Sensitivity to conversational maxims in deaf and hearing children." Journal of Child Language 37, no. 4 (2009): 929–43. http://dx.doi.org/10.1017/s0305000909990043.

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ABSTRACTWe investigated whether access to a sign language affects the development of pragmatic competence in three groups of deaf children aged 6 to 11 years: native signers from deaf families receiving bimodal/bilingual instruction, native signers from deaf families receiving oralist instruction and late signers from hearing families receiving oralist instruction. The performance of these children was compared to a group of hearing children aged 6 to 7 years on a test designed to assess sensitivity to violations of conversational maxims. Native signers with bimodal/bilingual instruction were

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Mohammed, Ameen Kamil Jawad* &. Dr. Musaab Raheem Al Khuzai**. "THE ROLE OF COLLABORATIVE TELEGRAM-BASED INSTRUCTION IN THE ENHANCEMENT OF PRAGMATIC COMPETENCE IN IRAQI EFL UNIVERSITY CONTEXT." International Journal of Scientific Research and Modern Education (IJSRME) 8, no. 1 (2023): 5–12. https://doi.org/10.5281/zenodo.7597368.

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This paper addresses the role of collaborative instruction using a Telegram social media application on the enhancement of pragmatic competence of English as a Foreign Language (EFL) in Iraqi university context. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design has been adopted to find any substantial differences between the two groupings. The first group (N=45) was instructed using 5 to 1o minutes of pragmatics-based video tasks and materials from the Telegram group activities of the group members. At the same time, the second group (N=45) was inst

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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, forthcom

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Martí, Otilia, and Irene Guzmán-Alcón. "Learner pragmatics in English-medium‑instruction courses at university." Applied Pragmatics 6, no. 2 (2024): 168–81. https://doi.org/10.1075/ap.00025.mar.

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Abstract This paper critically reviews pragmatic-oriented investigations of English-medium instruction (EMI) courses in tertiary education. Analyses on potential gains in pragmatic competence, classroom interaction, and e-politeness define some of the lines of research identified. Speech acts like requests and opinions (e.g., Taguchi, 2012, 2014) or directives (e.g., Smit, 2010) are still the main foci of interest, along with pragmatic markers (e.g., Ament et al., 2018) or openings and closings (e.g., Codina-Espurz & Salazar-Campillo, 2019). A more holistic perspective has also been adopte

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Cohen, Andrew D. "The teaching of pragmatics by native and nonnative language teachers: What they know and what they report doing." Studies in Second Language Learning and Teaching 6, no. 4 (2016): 561–85. http://dx.doi.org/10.14746/ssllt.2016.6.4.2.

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The paper focuses on how nonnative teachers of a target language (NNTs) deal with pragmatics in their classes. It starts with a discussion of what pragmatics entails. Next, issues relating to the teaching of pragmatics are identified, such as the language background of the teacher, comparisons between second- (L2) and foreign-language (FL) instruction, and the potential role of digital media and other means in providing models for pragmatic behavior. Then, an international survey is presented which probed into the experiences of NNTs of various languages while teaching the pragmatics of their

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Wang, Jiayi, and Nicola Halenko. "Longitudinal benefits of pre-departure pragmatics instruction for study abroad." East Asian Pragmatics 4, no. 1 (2019): 87–111. http://dx.doi.org/10.1558/eap.38216.

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Whilst the study of second language pragmatic development in study abroad (SA) contexts has gained momentum in recent years, research on L2 Chinese pragmatics, in general, remains in its infancy and is therefore limited. Longitudinal studies on the effects of instruction before, during and after SA remain scant. Following a short pre-SA pragmatics intervention on formulaic expressions with a group of UK undergraduate learners of Chinese, qualitative data in three phases (before, during, and after a year abroad in China) were collected and analysed to shed light on the perceived benefits of the

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Zhang, Yi, and Yuanchen Li. "The Impact of Cross-Cultural Pragmatic Competence on Second Language Acquisition: A Study on Pedagogical Strategies from An Applied Linguistics Perspective." Advances in Humanities Research 10, no. 1 (2024): 28–32. https://doi.org/10.54254/2753-7080/2024.18282.

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This study investigates whether the presence of explicit cross-cultural pragmatics instruction in L2 learners improves communicative skills. Focusing on practical pedagogy and cultural sensitivity, the study evaluates whether formalised instruction in politeness, face-saving and indirectness improves students intercultural sensitivity. By way of an experiment, subjects were randomly assigned to an experimental group that received focused pragmatic teaching and a control group that received regular language tuition. It turns out that, in our experiments, explicit teaching did dramatically enhan

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Zhang, Ying. "The Influence of Combining Computer-Assisted Language Learning With Instruction on Chinese College Students’ L2 Pragmatic Ability." Chinese Journal of Applied Linguistics 45, no. 2 (2022): 243–53. http://dx.doi.org/10.1515/cjal-2022-0206.

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Abstract In the area of computer-assisted language learning (CALL), although a number of studies have adopted various CALL-based devices (e. g., blogs, gaming, and synthetic environments) to foster second language (L2) acquisition, the vital component of instruction has received little attention. The present study explored the usefulness of CALL-based communication in conjunction with instruction on EFL learners’ L2 pragmatic development. Sixty-two EFL students from a university in China were recruited for the current research. The experimental group communicated with a native English speaker

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Lee, Bradford J., and Cook Daniel R. "Exploring the potential of AI for pragmatics instruction." Technology in Language Teaching & Learning 6, no. 3 (2024): 1–16. http://dx.doi.org/10.29140/tltl.v6n3.1521.

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Large language models (LLM) (e.g., ChatGPT) have garnered massive attention due to their potential to serve as interactive partners for a wide range of teaching and learning activities. In instructed second language acquisition, one potential use of LLMs is for pragmatics instruction. The current study sought to assess ChatGPT’s suitability for this task by analyzing its output in response to 144 DCTs (discourse completion tasks), which test a language learner’s ability to create apologies, requests, and refusals over differential levels of social and power distance, and degrees of imposition.

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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 improvem

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Glass, Maria. "Teaching Strategies to Get the Tone Right: Making Requests and Gaining Compliance." TESL Canada Journal 30, no. 7 (2014): 125. http://dx.doi.org/10.18806/tesl.v30i7.1156.

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Language learners invariably struggle with the target language pragmatics, and helping them to understand and use it appropriately is not an easy task for ESL teachers. Specific pragmatic acts, such as requests, involve myriad elements that, despite being inherent to these acts, are quite elusive. No wonder so many ESL teachers feel intimidated and, not surprisingly, end up avoiding dealing with pragmatics in the classroom. This article introduces a strategy-instruction tech- nique that has been proven effective in teaching language learners how to make requests and gain compliance.

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Kanik, Mehmet. "The Effect of Content Instruction in L2 on L1 Pragmatics." Research in Language 9, no. 2 (2011): 93–110. http://dx.doi.org/10.2478/v10015-011-0017-x.

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This study investigates whether content instruction in English has an impact on L1 pragmatics. In this study a discourse completion test with eight request situations in Turkish was given to three groups of Turkish students enrolled in undergraduate programs in a faculty of education in Turkey. One group of students received most of their education in English. The other two groups received their education in Turkish. An interesting finding is that the differences in the make-up of the situations were only observed in situations with high imposition. This shows that instruction in the foreign l

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Shokouhi, Saeedeh. "An Overview on Explicit and Implicit instructions on Learners’ Pragmatic Awareness in Making Request in English." Journal for the Study of English Linguistics 4, no. 1 (2016): 60. http://dx.doi.org/10.5296/jsel.v4i1.9408.

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<p>One of the important part of the pragmatics studies in recent years is about the intercultural communication. EFL learners should know both grammatical competence and also sociolinguistic rules to use the language in an appropriate context. This review explores the effect of the explicit and implicit instruction on the learners’ attention in the production of the speech act of request. Pragmatics includes “the study of how speakers use and understand speech acts” (Richards and Schmidt 2002). Moreover, pragmatics plays a very important role in the production and perception of the langu

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Guo, Yumeng, and Yongliang Wang. "Instructed Second Language Pragmatics for The Speech Acts of Request, Apology, and Refusal: A Meta-Analysis. Ali Derakhshan & Farzaneh Shakki. (2023). Second Language Learning and Teaching, Springer Cham, 114 pages, ISBN: 978-3-031-37092-2." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 43 (January 28, 2025): 337–40. https://doi.org/10.30827/portalin.vi43.31183.

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The current era of globalization and the emergence of English as an international language has brought about new opportunities for L2 pragmatic learning and teaching (Sánchez-Hernández & Martínez-Flor, 2022). Consequently, there has been a growing body of research on the effects of instruction on learners' development of L2 pragmatic competence. However, the meta-analyses in this field are still in their infancy, most of which are restricted to examining the effects of instructional methods on just one speech act and the broader assessment of pragmatic competence in the context of requests

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Puato, Daniela. "Investmentempfehlungen in deutschen Börsenmagazinen." Linguistik Online 120, no. 2 (2023): 105–29. http://dx.doi.org/10.13092/lo.120.9789.

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The topic of this study is the pragmatics of investment recommendations in German financial magazines. The target reader, mainly a private investor, expects a clear assessment of the quality of the investment product and a corresponding operative instruction regarding his investment decision (whether he should buy, sell or hold a certain stock, mutual fund, or bond). On the basis of a large corpus of over five thousand texts from the most important weekly magazines (Börse Online, Der Aktionär, Focus Money) it is investigated to what extent this text genre meets reader expectations. Investment

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Schoenfeld, Alan H., and Ernst von Glasersfeld. "Radical Constructivism and the Pragmatics of Instruction." Journal for Research in Mathematics Education 23, no. 3 (1992): 290. http://dx.doi.org/10.2307/749123.

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Schoenfeld, Alan H. "Radical Constructivism and the Pragmatics of Instruction." Journal for Research in Mathematics Education 23, no. 3 (1992): 290–95. http://dx.doi.org/10.5951/jresematheduc.23.3.0290.

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Radical Consfructivism in Mathematics Education contains a dozen attempts to deal with one of the most difficult philosophical and pedagogical issues of our time, the reconciliation of a radical constructivist perspective with the demands of individual and classroom instruction. To see why these problems are so difficult, we begin by identifying what distinguishes the radicals represented in this book from their mainstream counterparts.

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Thang, Nguyen Tat. "ENGLISH-MAJORED STUDENTS’ ATTITUDES TOWARDS PRAGMATIC AWARENESS." VNU Journal of Foreign Studies 37, no. 1 (2021): 120. http://dx.doi.org/10.25073/2525-2445/vnufs.4662.

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Good command of language, e.g. vocabulary, grammar, does not always guarantee success in communication. Learners of language need to be equipped with both language and the knowledge of how to use it, i.e. pragmatics. This paper investigates the attitudes of English-majored students at a university in Vietnam towards the knowledge of pragmatics of language learners. Data was collected via a questionnaire and the software SPSS version 20 was used for the analysis. The results showed that the majority of investigated students were aware of the role of pragmatics in their language classes. First y

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Kim, Lan, and Sang-Seok Yoon. "L2 Korean learners’ pragmalinguistic features." Korean Linguistics 20, no. 2 (2024): 127–68. http://dx.doi.org/10.1075/kl.00010.kim.

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Abstract This study investigates the pragmalinguistic features of Korean as a Foreign Language (KFL) learners’ request speech acts in power-asymmetrical situations, focusing on interactions with social superiors. Through a discourse completion test (DCT), 31 KFL students and 12 Korean native speakers (KNS) were analyzed using a coding system which is developed based on the Cross-Cultural Speech Act Realization Project (CCSARP) (Blum-Kulka et al. 1989). Despite acquiring basic linguistic elements, KFL learners struggle to apply them effectively, particularly in nuanced social contexts. The find

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Usó-Juan, Esther. "Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty." Language Teaching Research 26, no. 2 (2022): 213–37. http://dx.doi.org/10.1177/13621688211066997.

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This study used a pre-test post-test research design to investigate the role of explicit strategy instruction on Spanish English as a foreign language (EFL) learners’ ability to write authentic email requests to faculty. Drawing on Taguchi’s (2018) classification of pragmatics learning strategies, the instructional intervention followed a strategy-based approach to help learners understand the form–function–context mapping of email requests in the academic context. A total of 110 naturally occurring email requests for action addressed to three faculty members were collected at two different ti

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Abdallah, Asma Ben. "The Effects of Explicit Instruction on EFL Students’ Production and Perception of Requests." Journal of English Language and Literature 3, no. 3 (2015): 300–311. http://dx.doi.org/10.17722/jell.v3i3.66.

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As an exploratory study to expand the scope of pedagogical intervention to the teaching of pragmatics, the present research sought to examine the effects of explicit instruction on the learning of request forms. The effects were examined in two respects: the learners’ strategies in formulating request forms, and their perceptions of the pragmatic intervention. To this end, 50 third-year English students at the faculty of Arts and Humanities Sfax, Tunisia were exposed to explicit instruction in the form of awareness-raising tasks and written meta pragmatic feedback on the use of appropriate req

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Brice, Alejandro, and Judy Montgomery. "Adolescent Pragmatic Skills." Language, Speech, and Hearing Services in Schools 27, no. 1 (1996): 68–81. http://dx.doi.org/10.1044/0161-1461.2701.68.

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The purpose of this study was to compare the pragmatic performance of students from two adolescent groups—students receiving. English as a second language (ESL) instruction versus bilingual students receiving speech-language (BSL) therapy. A pragmatics screening scale (i.e., the Adolescent Pragmatics Screening Scale, Brice, 1992a) was used to measure pragmatic performance. The findings of this study indicated that the BSL students different from the ESL students in expressing thereselves, establishing greetings, initiating and maintaining conversations, listening to a speaker, and cueing the l

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Sánchez-Hernández, Ariadna, and Júlia Barón. "Teaching second language pragmatics in the current era of globalization: An introduction." Language Teaching Research 26, no. 2 (2021): 163–70. http://dx.doi.org/10.1177/13621688211064931.

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The increasing mobility of speakers of different languages to different countries, together with the globalized world we live in, have led to multilingual societies in which linguistic exchanges between both native and non-native speakers have become a very common practice. This reality emphasizes the need to help learners of foreign and second languages become not only linguistically competent but also pragmatically competent, in order not to sound impolite or inappropriate in the target language. Addressing this need, studies in interlanguage pragmatics (ILP) have explored which methodology

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Bardovi-Harlig, Kathleen. "Pedagogical linguistics." Pedagogical Linguistics 1, no. 1 (2020): 44–65. http://dx.doi.org/10.1075/pl.19013.bar.

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Abstract The positive effects of instruction on the acquisition of second-language pragmatics has been well documented by numerous recent published studies (81 in the 10 years between Rose, 2005, and Bardovi-Harlig, 2015), but we have yet to see a corresponding increase in the teaching of pragmatics in second and foreign language classrooms or language textbooks. This article explores some of the potential causes for the lack of implementation of pragmatics instruction in second and foreign language classrooms (Skyes, 2013) and suggests means of overcoming such challenges. Pedagogical linguist

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Ziafar, Meisam. "The Influence of Explicit, Implicit, and Contrastive Lexical Approaches on Pragmatic Competence: The Case of Iranian EFL Learners." International Review of Applied Linguistics in Language Teaching 58, no. 1 (2020): 103–31. http://dx.doi.org/10.1515/iral-2016-0018.

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AbstractResearch literature suggests the positive role of lexical chunks and translation in teaching and learning pragmatics (Ketko, H. 2000. Importance of multi-word chunks in facilitating communicative competence and its pedagogic implications. The Language Teacher 24(12). 5–11; Rose, K. R. 1999. Teachers and students learning about requests in Hong Kong. In E. Hinkel (Ed.), Culture in second language teaching and learning, 167–180. Cambridge: Cambridge University Press.). Accordingly, the present study aimed at investigating the influence of contrastive lexical approach (CLA), in comparison

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Ed-deraouy, Bilal. "Evaluating Pragmatic Input in Moroccan EFL Contexts: Sociopragmatic and Pragmalinguistic Perspectives." International Journal of Linguistics, Literature and Translation 7, no. 6 (2024): 47–58. http://dx.doi.org/10.32996/ijllt.2024.7.6.7.

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Pragmatic competence presents a multifaceted challenge, deeply rooted in linguistic and cultural factors. Within the Moroccan context, despite the increasing interest in the study of pragmatics, most research primarily documents speech acts without adequately considering the students' backgrounds or the received pragmatic input. This study aims to address this gap by investigating the pragmatic input of English speakers in Morocco. Employing a mixed-methods approach, it examines the pragmatic competence of 30 students, including both English majors and non-English majors from various schools i

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Mubasher, Ghulam, Muhammad Iqbal, and Iqra Rubab. "Investigating the Impact of Explicit and Implicit Instruction on Pragmatic Awareness and Production in Non-Native Learners: A Quasi-Experimental Research." Global Social Sciences Review IX, no. I (2024): 240–49. http://dx.doi.org/10.31703/gssr.2024(ix-i).21.

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A crucial part of language competency is understanding social interactions to extract pertinent semantic cues in any expression's implied meaning besides grammatical and strategic competencies (Taguchi, 2011). Teaching of pragmatics is around 40 year older concept (Chen, 2011) while it is teachable (Bardovi,1999). The purpose of any language is communication (Locke, 1975) and avoiding face-threatening responses. Penelope (1987) elaborates on ways that are used to develop positive social interaction. Politeness theory is based on the concept of "face," which refers to a person's sense of self-e

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