scholarly journals Pragmatic Competence for L2 Learners: The Case of Maybe, Perhaps, and Possibly as Hedging Terms

2019 ◽  
Vol 9 (6) ◽  
pp. 637
Author(s):  
Fahad Alqurashi
Keyword(s):  
Foreign Language ◽  
Significant Part ◽  
Pragmatic Competence ◽  
Semantic Structure ◽  
Appropriate Use ◽  
Advanced Level ◽  
L2 Learners ◽  
Sentence Adverbs

The construct of hedging is a significant part of the native speaker’s intuition used to indicate different degrees of un/certainty and mark various levels of likelihood. This paper explores the use of three sentence adverbs, maybe, perhaps, and possibly, in terms of their pragmatic differences in spite of the great deal of overlap in their semantic structure when used to hedge propositions. The use of the three hedging devices is highly affected by three parameters the: formality, positiveness, and possibility. In addition, the three hedging devices behave similarly in the sense that they occur in direct questions but not in imperatives or comparative structures and have no corresponding negative forms. They are different in being derived from an adjective or rephrased with a cognate word and occurring initially in requests or after intensifiers. Appropriate use of hedging is among the difficult aspects of learning a second/foreign language even for those who achieved an advanced level of proficiency in L2.

The Effect of Language Learning Experience on the Appropriate Use of Speech Act ‘Request’

2016 ◽  
Vol 6 (5) ◽  
pp. 1060
Author(s):  
Zahra Bazyar ◽  
Ali Taghinezhad ◽  
Marziyeh Nekouizadeh
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Learners ◽  
Speech Acts ◽  
Speech Act ◽  
Communicative Competence ◽  
Learning Experience ◽  
Pragmatic Competence ◽  
Appropriate Use

Nowadays emphasizing linguistic competence is not a sufficient path to reach a target-like communicative competence. Pragmatic competence should be put emphasis on as well. The importance of learning speech acts which is one aspect in the pragmatics is clear to those who want to learn a second or foreign language. This study after investigating the interest of language learners in the acquisition of appropriate use of second language speech acts, traces the variation over time in the use of speech act of request in Iranian EFL University students and for further clarification a group of non-language University students. The results showed no effect of time on the appropriate use of speech act “request”.

scholarly journals Hedging in Academic Discourse

2019 ◽  
Vol 16 (1) ◽  
pp. 123-127
Author(s):  
Maria Elena Gherdan
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Academic Discourse ◽  
Pragmatic Competence ◽  
Appropriate Use ◽  
Written Discourse ◽  
Writing Practices ◽  
Pragmatic Failure

AbstractHedging has become a topic of interest among discourse-oriented linguists. The paper will discuss ways in which the term “hedge” has been understood and defined in the literature within the academic writing discourse. As epistemic devices with significant characteristics, hedges are often seen as features in academic writing practices that may cause problems, being often a serious source of pragmatic failure in written discourse in a foreign language. It is suggested that the appropriate use of hedging, which clearly requires subtlety and awareness of pragmatic competence of written discourse, is utterly important in avoiding “communicative failure” (Thomas, 1983) and allowing authors to find a way of expressing their true voice in a target discourse.

Improving EFL learners' pragmatic awareness

2003 ◽  
Vol 141-142 ◽  
pp. 199-223
Author(s):  
Seran Doğançay-Aktuna
Keyword(s):  
Language Use ◽  
Native Speaker ◽  
Effective Communication ◽  
Pragmatic Competence ◽  
Main Claim ◽  
Advanced Level ◽  
Efl Learners ◽  
Linguistic Resources ◽  
Pragmatic Awareness ◽  
Language Classrooms

This paper overviews the ways in which EFL learners' pragmatic awareness can be developed in language classrooms through focused instruction and practice. It argues that effective communication requires awareness of the conventions governing language use and attention to the characteristics of the context and the interlocutors, besides linguistic resources. The main claim is that even though some pragmatics data that is based on native speaker norms might not provide relevant models for learners of English as a foreign or international language, these learners still need to become aware of crosscultural variation in norms of language use and learn how to consider social and contextual factors surrounding effective communication. After defining pragmatic competence and transfer, the paper discusses possible ways for integrating pragmatic consciousness-raising into language teaching and the problems involved in this endeavour. It then describes a course designed to raise pragmatic awareness in advanced level EFL learners as part of their TEFL training program. The underlying principles, materials and sample activities of the course are presented and learners' reaction to the course is discussed.

Teacher Beliefs and Practices in Advanced Spanish Classrooms

2005 ◽  
Vol 3 (1) ◽  
pp. 83-107
Author(s):  
Manel Lacorte ◽  
Evelyn Canabal
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Latino Students ◽  
Advanced Level ◽  
Beliefs And Practices ◽  
Teacher Beliefs And Practices ◽  
Proficiency Level ◽  
Language Classroom ◽  
University Instructors ◽  
Large Research

The growing presence of Latino students in U.S. colleges and universities is evident in foreign language (FL) classrooms. Latino students with a high proficiency level in Spanish are usually placed in advanced language or content-based courses along with other non-Latino students. This paper examines university instructors’ beliefs and practices concerning interaction in advanced Spanish courses with heritage and nonheritage students. The participants were 15 instructors of diverse academic and professional backgrounds teaching advanced Spanish courses at a large research-oriented public university. Following a process of selection, verification, and generalization of linguistic metaphors used to talk about the topic, this qualitative study analyzes data collected through a questionnaire, interviews, and non-participant observations. The discussion addresses the instructors’ beliefs and perceptions with regard to: (1) the classroom environment; (2) their role as teachers of advanced-level courses; (3) the students enrolled in these courses; and (4) the contrast between what teachers consider to be the desired interaction in an advanced language classroom, and what actually happens.

scholarly journals EXTENSIVE READING IN L2 LEARNING: CURRENT TRENDS AND FUTURE POSSIBILITIES

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Made Frida Yulia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Extensive Reading ◽  
Efl Learners ◽  
Current Trends ◽  
Foreign Language Reading ◽  
L2 Learners ◽  
L2 Learning ◽  
Language Exposure

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. Extensive Reading has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it attempts to scrutinize a number of recent studies conducted in the area of Extensive Reading to discover current trends and possible areas which are open for further exploration. 

scholarly journals Developing Student’s German Language Competencies through Pragmatic Approach in the Classroom for Higher Education

2020 ◽  
Vol 3 (1) ◽  
pp. 574-582
Author(s):  
Rina Evianty ◽  
Risnovita Sari ◽  
Muhammad Reza
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learner ◽  
Pragmatic Competence ◽  
German Language ◽  
Communication Tool ◽  
Pragmatic Approach ◽  
Language Courses ◽  
General Goal ◽  
Language Competencies

The general goal of teaching German as a foreign language is that learners can communicate appropriately in writing and orally in German. But in fact this goal can often not be achieved. Many learners in higher education master the German grammar and vocabulary, but they are unable to use German language that matches the social context, because they do not have much pragmatics competence. Pragmatic approach based on the function of language as a communication tool is a study of language by involving various aspects outside the language that are able to provide meaning. Pragmatic competence constitutes a significant factor in determining the success of communication.  In fact, a German language learner in higher education is not only expected to use language and produce utterances which are understandable or grammatically correct, but is also expected to produce utterances which are socioculturally appropriate. However, for students in higher education who learn German as a Foreign Language (Deutsch als Fremdsprache/DaF), the pragmatic competence, which can actually be acquired naturally through social interaction, is quite difficult to acquire due to the limited. On this basis, pragmatics needs to be integrated into German language courses in higher education, which includes pragma linguistics and socio pragmatic. In this regard, this study describes not only the relationship between pragmatics and German as a foreign language, but also this study is an attempt to define its implications in teaching German as foreign language in higher education.

scholarly journals STRATEGIES IN IMPROVING READING COMPREHENSION THROUGH VOCABULARY ACQUISITION

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Khairil Razali ◽  
Irhami Razali
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Large Vocabulary ◽  
Written Text ◽  
Written Texts ◽  
L2 Learners ◽  
Basic Ideas ◽  
Basic Features

Vocabulary acquisition concerns on how people expand the numbers of words they understand when learning a new language. Knowing words in a second or foreign language is vitally important because the reader will be able to understand the written text well and the speaker will be able to communicate basic ideas through vocabulary even if the person does not understand how to create a grammatically correct sentence. As Madsen argued, “mastering vocabulary is the primary thing that every student should acquire in learning English” (Harold, 1983). Therefore, acquiring a sufficiently large vocabulary is one of the important tasks faced by L2 learners in order to comprehend the written texts in reading as one of the four basic features of language learning.

scholarly journals Pragmatics in Teacher Talk: The Case of Pre-Primary Education

2020 ◽  
Vol 13 (8) ◽  
pp. 168
Author(s):  
Júlia Barón ◽  
Helena Roquet ◽  
Natalia Evnitskaya ◽  
Noelia Navarro
Keyword(s):  
Foreign Language ◽  
Primary Education ◽  
Primary Schools ◽  
Language Use ◽  
Speech Act ◽  
Primary Teachers ◽  
Teacher Talk ◽  
Pragmatic Competence ◽  
Efl Classrooms ◽  
L1 English

This study aims to explore how the speech act of requesting is performed in Catalan (L1), English (L1) and EFL classrooms by pre-primary teachers. The study examines transcripts of 40-minute video-recorded lessons (six in Catalan/L1, six in English/FL, and three in English/L1) collected in several pre-primary schools in Catalonia, Spain. Recall interviews with the teachers were also conducted in order to examine their perceptions of their pragmatic performances in the classroom. Results show that teachers predominantly use imperatives in the three groups (Catalan L1, English L1 and EFL); however, a wider variety of requesting strategies is used in the L1 lessons. The study concludes with reflections on the pedagogical implications of the findings and calls for the need to raise teachers’ awareness about the effect their language use might have on the development of learners’ pragmatic competence both in the L1 and the foreign language.

scholarly journals Task-Based Language Teaching With a Semantic-Centred Pedagogic Grammar

2019 ◽  
Vol 22 (2) ◽  
pp. 88-108
Author(s):  
James W. Gray ◽  
Ryan W. Smithers
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Skill Development ◽  
Syntactic Complexity ◽  
Semantic Meaning ◽  
L2 Learners ◽  
Traditional Grammar ◽  
Pedagogical Grammar ◽  
Functional Support

Task-based language teaching (TBLT) is well known for providing authentic opportunities for second and foreign language (L2) skill development. However, for many learners the use of traditional grammar within TBLT lacks the functional support necessary to create accurate and fluent L2 output. The current study replaced traditional grammar explanations with a semantic meaning-order approach to pedagogical grammar (MAP or MAP grammar) as a means to bridge the language in tasks to their function and thereby strengthen form-to-meaning understanding. The study combined TBLT and MAP grammar to look for changes in the complexity, accuracy, and fluency of 127 L2 learners’ writings. The results showed TBLT and MAP separately increased syntactic complexity, whereas the combination of the two provided gains in accuracy and fluency. This was achieved by systematically directing learners’ attention to a sequence of functional choices thereby simplifying necessary metalinguistic explanations.

Development of pragmatic competence among L2 learners

2021 ◽  
Vol 13 (2) ◽  
pp. 153-172
Author(s):  
Shannon M. Hilliker ◽  
Chesla Ann Lenkaitis ◽  
Barbara Loranc-Paszylk
Keyword(s):  
Data Analysis ◽  
Teacher Candidates ◽  
Video Conferencing ◽  
Pragmatic Competence ◽  
Teaching English ◽  
Pragmatic Awareness ◽  
Compliment Responses ◽  
L2 Learners ◽  
Speakers Of Other Languages ◽  
Primary Focus

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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