- Grundy, P. (2014). Pragmatics for language educators: A sociolinguistic perspective. ELT Journal, 68(2), 208-211.
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关键词:applied linguistics, non-native language instruction languages other than English, semantics, pragmatics
- Fordyce, K. (2014). The differential effects of explicit and implicit instruction on EFL learners' use of epistemic stance. Applied Linguistics, 35, 6-28.
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摘要:This study investigated the immediate and long-term effects of explicit and implicit classroom interventions on L2 pragmatics. The linguistic focus of the interventions was epistemic stance, which has rarely been studied in research on instructed SLA within the field of interlanguage pragmatics. Eighty-one learners of English at a Japanese university were divided into explicit (n = 37) and implicit (n = 44) groups for 3 hours of instruction. Written production data were collected before the interventions, immediately after them, and five months later. Learners' use of epistemic stance forms was analysed by using: (i) a measure of individual use of epistemic stance forms; and (ii) learner corpus analysis. The explicit intervention was found to be considerably more effective than the implicit intervention in both the short- and long-term for most of the targeted forms. However, in cases when learners lacked a form for a specific function before the intervention, both types of instruction appeared to be equally effective. While this research generally provides strong support for explicit instruction, the potential of implicit interventions for certain forms needs further investigation. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language instruction, English as a Second Language Learning, Pragmatics, English as a Second Language Teaching Methods, English as a Second Language Instruction, Japanese, Interlanguage, Communicative Competence
- Hult, F. M. (2014). Covert bilingualism and symbolic competence: Analytical reflections on negotiating insider/outsider positionality in Swedish speech situations. Applied Linguistics, 35, 63-81.
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摘要:Bilinguals often face the challenge of negotiating a range of insider/outsider subject positions when interacting in transnational and intercultural settings. This article takes up the concept of symbolic competence, the awareness of socially situated symbolic resources and the ability to use them to shape interactional contexts, to examine how the author, a Swedish-English bilingual, manages this negotiation. Drawing on principles of the ethnography of communication in concert with the complementary discourse analytic perspective of nexus analysis, ethnographic vignettes are analyzed to explore strategic language choices the author made during specific speech situations in Sweden. It is shown that the concealment of linguistic abilities, or covert bilingualism, served as a resource to support the symbolic competence needed to facilitate the presentation of self during social encounters while mitigating the ambiguity of being simultaneously insider and outsider. Adapted from the source document
关键词:psycholinguistics, bilingual language processing, Bilingualism, Negotiation, English, Ethnography of Communication, Swedish, Ambiguity, Pragmatics, Native Nonnative Speaker Communication, Cross Cultural Communication
- RoumyanaSlabakova,2014,The bottleneck of second language acquisition[J],《外语教学与研究》,46(04):543-559。
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摘要:Explaining why some linguistic features and constructions are easy or difficult to acquire in a second language has become a prominent current concern in generative second language acquisition(SLA)research.Based on a comparison of findings on the L2acquisition of functional morphology,syntax,semanti...
关键词:syntax,semantics,pragmatics,functional morphology,bottleneck
- RoumyanaSlabakova,2014,The bottleneck of second language acquisition[J],《外语教学与研究》,46(04):543-559。
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Explaining why some linguistic features and constructions are easy or difficult to acquire in a second language has become a prominent current concern in generative second language acquisition(SLA)research.Based on a comparison of findings on the L2acquisition of functional morphology,syntax,semantics and pragmatics,the Bottleneck Hypothesis argues that functional morphemes and their features are the bottleneck of L2acquisition;acquisition of universal syntax,semantics and pragmatics flows smoothly(Slabakova 2006,2008,2013).The article surveys experimental studies supporting this view.A pedagogical implication of this model is discussed,namely,that an enhanced focus on practicing grammar in language classrooms is beneficial to learners.
关键词:syntax,semantics,pragmatics,functional morphology,bottleneck
- 黄玮莹,2014,《学习环境、个体差异与语用能力》评介[J],《现代外语》,37(04):579-582。
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<正>中介语语用学(interlanguage pragmatics)是语用学与二语习得的交叉学科,相关研究始于上世纪70年代。早期的中介语语用学研究受语用学影响较大,主要关注二语学习者言语行为表达的特点及其与本族语者的语用表达之间的异同。Kasper(1992)称之为对语言使用的研究,而非语言学习研究。上个世纪末,中介语语用学开始关注学习者的语用发展,即对学习者和语用学习过程的研究(Kasper&
关键词:学习过程, 中介语, interlanguage, 个体差异, pragmatics, 语言学习, 言语行为, 语言习得, 学术英语, 交叉学科,
- Kuriscak, L. M. (2013). The pragmatics of requests and apologies: Developmental patterns of Mexican students. Studies in Second Language Acquisition, 35, 564-565.
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关键词:semantics, pragmatics
- Houck, N. (2011). Learning politeness: Disagreement in a second language. Studies in Second Language Acquisition, 33, 631-632.
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关键词:applied linguistics, English as a second/foreign language learning, semantics, pragmatics
- Pearson, L. (2012). Cyberpragmatics: Internet-mediated communication in context. The Modern Language Journal, 96, 649-651.
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关键词:semantics, pragmatics, interpersonal behavior and communication, technology and communication
- Zhao, Jun. (2012). Making requests by Chinese EFL learners. The Modern Language Journal, 96, 648-649.
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关键词:applied linguistics, English as a second/foreign language learning, semantics, pragmatics
- Cunningham, D. Joseph, & Vyatkina, Nina. (2012). Telecollaboration for professional purposes: Towards developing a formal register in the foreign language classroom. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(4), 422-450.
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摘要:This study reports on the development of a professional spoken register among learners of German as they participate in four synchronous Web conferences with German-speaking professionals. The researchers investigated the effect of interaction with expert German speakers combined with an instructional intervention focusing on pragmatic competence on the development of learners' ability to communicate in a second language (L2) professional register. The data reveal a positive effect on the strategic use of modal verbs for expressing polite requests as well as a moderate effect on learners' use of the subjunctive mood to establish social distance. These results add further support for the use of intercultural online exchanges mediated by data-driven instruction in the foreign language classroom and highlight the utility of a microgenetic approach to analyzing spoken data. Adapted from the source document
关键词:applied linguistics, non-native language instruction languages other than English, semantics, pragmatics, Registers Sociolinguistics, German as a Second Language Learning, Native Nonnative Speaker Communication, Pragmatics, German as a Second Language Instruction, Educational Activities, Modal Verbs, Mood Grammatical, Politeness
- Fordyce, K. (2013). Context, individual differences and pragmatic competence. System, 41(1), 192-194.
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关键词:semantics, pragmatics
- Fiksdal, S. (2012). Speech act performance: Theoretical, empirical, and methodological issues. Studies in Second Language Acquisition, 34, 508-510.
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关键词:semantics, pragmatics
- Mossman, S. (2012). Pragmatics and language learning: Volume 12. Studies in Second Language Acquisition, 34, 510-511.
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关键词:applied linguistics, non-native language learning languages other than English, semantics, pragmatics
- Hatasa, Y. A. (2011). Pragmatic competence. Studies in Second Language Acquisition, 33, 139-140.
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关键词:semantics, pragmatics
- Roever, C. (2011). Testing of second language pragmatics: Past and future. Language Testing, 28(4), 463-481.
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摘要:Testing of second language pragmatic competence is an underexplored but growing area of second language assessment. Tests have focused on assessing learners' sociopragmatic and pragmalinguistic abilities but the speech act framework informing most current productive testing instruments in interlanguage pragmatics has been criticized for under-representing the construct. In particular, the assessment of learners' ability to produce extended monologic and dialogic discourse is a missing component in existing assessments. This paper reviews existing tests and argues for a discursive re-orientation of pragmatics tests. Suggestions for tasks and scoring approaches to assess discursive abilities while maintaining practicality are provided, and the problematicity of native speaker benchmarking is discussed. [Reprinted by permission of Sage Publications, Ltd., copyright holder.]
关键词:applied linguistics, language testing and assessment, semantics, pragmatics, Pragmatics, Second Language Tests, Speech Tests, Interlanguage
- Barron, A. (2012). Interlanguage pragmatics: From use to acquisition to second language pedagogy. Language Teaching, 45(1), 44-63.
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摘要:Barron presents a timeline that traces research in interlanguage pragmatics (ILP), tracing the path which ILP has taken by focusing on the keyresearch and benchmark publications which have advanced the field. Adapted from the source document
关键词:applied linguistics, non-native language learning languages other than English, semantics, pragmatics, Second Language Learning, Interlanguage, Research Design, Second Language Instruction, Pragmatics
- Zuengler, J. (2011). Many lessons from a school: What classroom discourse analysis reveals. Language Teaching, 44(1), 55-63.
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摘要:In my talk, I foreground what I and my colleagues have learned about discourse in the numerous classrooms we observed in a four-year research study at an urban high school. While Jefferson High had a student body that was linguistically and culturally diverse, it was homogeneous socioeconomically, being labeled 'low income'. Some of the research I address reveals how the classroom discourse both co-constructed and was influenced by these phenomena. Additionally, my survey of the research reveals that theoretical frameworks shape the research process and, ultimately, what we learn about classroom discourse. Adapted from the source document
关键词:semantics, pragmatics, Discourse Analysis, Classroom Communication, Discourse Strategies, Secondary Education, Teaching Methods, Cities, Linguistic Theories, Socioeconomic Status, Cultural Differences
- Li, S. (2012). The effects of input-based practice on pragmatic development of requests in L2 Chinese. Language Learning, 62, 403-438.
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摘要:This study examined the effects of input-based practice on developing accurate and speedy requests in second-language Chinese. Thirty learners from intermediate-level Chinese classes were assigned to an intensive training group (IT), a regular training group (RT), and a control group. The IT and the RT groups practiced using four Chinese request-making forms via computerized structured input activities over 2 consecutive days. During this time, the IT group practiced using the request-making forms twice as much as the RT group. The control group did not practice. The results show that the input-based practice was effective in promoting accuracy in an Oral Discourse Completion Task and in enhancing speed in a Pragmatic Listening Judgment Task. No other effects of practice were observed. Adapted from the source document
关键词:applied linguistics, non-native language instruction languages other than English, Chinese, Second Language Learning, Pragmatics, Second Language Instruction, Language Teaching Methods, Speech Acts, Educational Activities
- Taguchi, N. (2011). The effect of L2 proficiency and study-abroad experience on pragmatic comprehension. Language Learning, 61, 904-939.
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摘要:This cross-sectional study examined the effect of general proficiency and study-abroad experience on pragmatic comprehension in second-language English. Participants were 25 native English speakers and 64 Japanese college students of English divided into three groups. Group 1 (n= 22) had lower proficiency and no study-abroad experience. Group 2 (n= 20) and Group 3 (n= 22) had higher proficiency than Group 1 but differed in their study-abroad experience. Group 2 had no study-abroad experience, but Group 3 had a minimum of 1 year of study-abroad experience in an English-speaking country. They completed a pragmatic listening test measuring their ability to comprehend conventional and nonconventional implicatures. Group performance was compared for the comprehension accuracy scores and response times. There was a significant effect of proficiency on response times but no effect of study-abroad experience. Comprehension accuracy scores revealed mixed findings. It was advantageous for students to have study-abroad experience in the comprehension of nonconventional implicatures and routine expressions but not in indirect refusals.
关键词:applied linguistics, English as a second/foreign language learning, Listening Comprehension, Pragmatics, Language Proficiency, Second Language Learning, Implicature, English as a Second Language Learning, College Students, Learning Environment, Study Abroad