scholarly journals A Pragmatic Analysis of Efl Learners’ Social Media Interaction

2019 ◽  
Vol 1 (1) ◽  
pp. 27
Author(s):  
Yunita Uswatun Khasanah
Keyword(s):  
Social Media ◽  
Online Communication ◽  
Relevance Theory ◽  
Meaning Construction ◽  
Efl Learners ◽  
Pragmatic Analysis ◽  
Pragmatic Awareness ◽  
L2 Pragmatics ◽  
Media Interaction ◽  
L1 And L2

<p class="Default">As a new and emerging venue of interaction, social media provide an ample opportunity for EFL learners to practice their English mastery and to enhance their socio-pragmatic awareness. However, even though some social media attempt to accommodate and mimic offline communications through their features, there are still technological and platform affordance and constraints that limit what users can do to get their message across. This situation makes a pragmatic analysis of online communication using offline measure a naïve endeavor. To confirm this notion, this paper borrows concepts from relevance theory pertaining to L1 and L2 pragmatics to reveal the patterns of online communication of 43 EFL learners in their social media interaction. The results show that there is a different pattern between online and offline interaction where they share a non-prototypical model of communication, the process of context and meaning construction, as well as their attempt to compensate for what the platform is lacking in accommodating their communication need.</p>

scholarly journals Does context really collapse in social media interaction?

2020 ◽  
Vol 11 (2) ◽  
pp. 251-279 ◽  
Author(s):  
Malgorzata Szabla ◽  
Jan Blommaert
Keyword(s):  
Social Media ◽  
Social Action ◽  
Social Life ◽  
Social Space ◽  
Normal Modes ◽  
Online Communication ◽  
Interactional Sociolinguistics ◽  
Polish People ◽  
Media Interaction ◽  
Networked Publics

Abstract‘Context collapse’ (CC) refers to the phenomenon widely debated in social media research, where various audiences convene around single communicative acts in new networked publics, causing confusion and anxiety among social media users. The notion of CC is a key one in the reimagination of social life as a consequence of the mediation technologies we associate with the Web 2.0. CC is undertheorized, and in this paper we intend not to rebuke it but to explore its limits. We do so by shifting the analytical focus from “online communication” in general to specific forms of social action performed, not by predefined “group” members, but by actors engaging in emerging kinds of sharedness based on existing norms of interaction. This approach is a radical choice for action rather than actor, reaching back to symbolic interactionism and beyond to Mead, Strauss and other interactionist sociologists, and inspired by contemporary linguistic ethnography and interactional sociolinguistics, notably the work of Rampton and the Goodwins. We apply this approach to an extraordinarily complex Facebook discussion among Polish people residing in The Netherlands – a set of data that could instantly be selected as a likely site for context collapse. We shall analyze fragments in detail, showing how, in spite of the complications intrinsic to such online, profoundly mediated and oddly ‘placed’ interaction events, participants appear capable of ‘normal’ modes of interaction and participant selection. In fact, the ‘networked publics’ rarely seem to occur in practice, and contexts do not collapse but expand continuously without causing major issues for contextualization. The analysis will offer a vocabulary and methodology for addressing the complexities of the largest new social space on earth: the space of online culture.

An Investigation into EFL Learners’ Perception towards L2 Pragmatic Instruction

2016 ◽  
Vol 6 (3) ◽  
pp. 452 ◽  
Author(s):  
Hyekyeng Kim
Keyword(s):  
Speech Acts ◽  
Pragmatic Competence ◽  
Positive Perception ◽  
Efl Learners ◽  
Regular Class ◽  
Pragmatic Awareness ◽  
L2 Pragmatics ◽  
Sentence Patterns ◽  
Efl Students ◽  
Pragmatic Instruction

The present study investigated EFL students’ perception toward the pragmatic instruction provided as a part of regular English curricula. A total of 52 university students from various majors participated in the study. The treatment was given for nine weeks during the regular class hours in terms of four speech acts, compliments, apologies, requests, and refusals, with the goal of enhancing the learners’ pragmatic awareness as well as pragmatic competence. A questionnaire and the learners’ reflection journals were adopted as data collection instruments, and an eclectic design was adopted to analyze their perception. Both the intermediate and low groups showed positive perception in terms of the four major categories—interest, usefulness, importance, and motivation, yet more than half of the learners from the low group found that learning L2 pragmatics was difficult due to the complexity and length of some of the sentence patterns of formulaic expressions. Further, there were significant differences between subjects regarding the category of difficulty for each speech act. Nevertheless, the learners expressed that pragmatic instruction facilitated their communication skills, enhanced their pragmatic awareness on intercultural differences, as well as instilled confidence in English interactions. These findings imply learners’ motivation and needs for learning L2 pragmatic features.

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.

scholarly journals The Importance of Belonging: A Study About Positioning Processes in Youths’ Online Communication

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402098886
Author(s):  
Liselotte Eek-Karlsson
Keyword(s):  
Social Media ◽  
Social Norms ◽  
Online Communication ◽  
Reference Points ◽  
Gender Category ◽  
Analysis Process ◽  
Theoretical Perspectives ◽  
Normative Expectations ◽  
Interpretation Process ◽  
Reciprocal Processes

The aim of this study is to contribute with knowledge of young peoples’ communication in social media. A total of 32 boys and girls aged 14 to 15 years old, from two schools in Sweden, participated in this study. A hermeneutic interpretation process formed the basis of the analysis process. The data were thematized based on patterns found throughout the material. Theoretical perspectives concerning normalization processes related to the use of language were connected to the data to deepen the understanding of themes and patterns. The result shows that there is an ongoing negotiation with reciprocal processes in which both boys and girls have lots of reference points to consider, when they interact online. There are social norms and rules related to the online arena itself, as well as normative expectations connected to gender orders. The gender category is intertwined with sexuality and group hierarchies, which give the youth different power positions to act online.

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