scholarly journals Motivation and Second Language Pragmatics: A Regulatory Focus Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Yiran Zhang ◽  
Mostafa Papi
Keyword(s):  
Second Language ◽  
Regulatory Focus ◽  
Speech Acts ◽  
Pragmatic Competence ◽  
Prevention Focus ◽  
Promotion Focus ◽  
Completion Task ◽  
Different Levels ◽  
Pragmatic Production

This study investigates how learners’ chronic motivational characteristics, that is their regulatory focus (Higgins, 1997), can account for differences in L2 pragmatic production in general and across situations with different levels of power, social distance, and imposition. One-hundred-twenty-one L1-Mandarin learners of English as a second language completed a regulatory focus questionnaire and a discourse completion task focusing on two types of speech acts: request and opinion. Multiple regression results showed that learners’ promotion focus, concerned with advancement, growth, accomplishments, positively predicted their pragmatic production in general, and especially in situations where the learner is subject to a higher degree of imposition, has lower power and is socially distant from the interlocutor. On the other hand, the prevention focus, which is concerned with safety, security, and calmness, negatively predicted pragmatic production, especially in those situations. The findings provide support for the role of motivational dispositions in the level of learners’ L2 pragmatic competence. Theoretical and instructional implications are discussed.

scholarly journals The impact of challenge-hindrance stressors on creativity: the mediating role of regulatory focus and the moderating role of proactive personality

2021 ◽  
Vol 245 ◽  
pp. 03031
Author(s):  
Yixin Yang ◽  
Mingjian Zhou
Keyword(s):  
Regulatory Focus ◽  
Proactive Personality ◽  
Regulatory Focus Theory ◽  
Prevention Focus ◽  
Promotion Focus ◽  
Mediating Role ◽  
The Impact ◽  
Moderating Role ◽  
Focus Theory

Based on the challenge-hindrance stressors framework and regulatory focus theory, this study explored the mediating role of promotion focus between challenge stressors and employee creativity, and the mediating role of prevention focus between hindrance stressors and creativity. In addition, we further explored the moderating role of proactive personality in this model. In the end, we discuss implications and limitations of our argument for theory and practices.

Role of regulatory focus in the asymmetric perception of gains versus nonlosses and of losses versus nongains

2019 ◽  
Vol 47 (6) ◽  
pp. 1-14 ◽  
Author(s):  
Yanwei Shi ◽  
Fuming Xu ◽  
Zhuang She ◽  
Peng Xiang ◽  
Hui Zhang
Keyword(s):  
Regulatory Focus ◽  
Perceived Fairness ◽  
Prevention Focus ◽  
Promotion Focus ◽  
Outcome Fairness ◽  
Priming Task ◽  
Situational Prevention ◽  
Perceived Unfairness

We tested the effects of regulatory focus on the asymmetric perception of losses versus nongains and of gains versus nonlosses. In Experiment 1, situational regulatory focus was manipulated by a priming task and then participants evaluated the outcome fairness of different distribution scenarios. In Experiment 2, participants completed the Regulatory Focus Questionnaire and then evaluated the outcome fairness of various distribution scenarios. Results showed that: (a) The gains versus nonlosses asymmetry in perceived fairness was stronger with a situational promotion focus, and the losses versus nongains asymmetry in perceived unfairness was stronger with a situational prevention focus; (b) The losses versus nongains asymmetry in perceived unfairness was stronger with a chronic prevention focus, whereas the gains versus nonlosses asymmetry in perceived fairness was positive with both a chronic promotion focus and chronic prevention focus. Taken together, the findings demonstrate that a situational regulatory focus has more extensive effects than does a chronic regulatory focus on asymmetric perceptions of outcomes. These results offer insights for understanding the differences between chronic and situational regulatory focus.

The role of regulatory focus and team mindfulness in megaproject conflicts

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dedong Wang ◽  
Yuxue Wang
Keyword(s):  
Regulatory Focus ◽  
Task Conflict ◽  
Relationship Conflict ◽  
Prevention Focus ◽  
Promotion Focus ◽  
Content Type ◽  
Negative Effect ◽  
Process Conflict ◽  
Positive Effect

PurposeProject conflicts are inevitable. Megaproject conflicts need to be managed across different levels. The purpose of this study is to investigate the role of individual-level regulatory focus and organization-level team mindfulness in managing megaproject conflicts.Design/methodology/approachBy combining the individual motivation basis and organizational background of conflict resolution, this study constructed a multi-level structural equation model. The hypothesis is tested based on data collected from 182 respondents.FindingsThe findings of this study show that project manager's promotion focus has a direct positive effect on task conflict and a negative effect on relationship conflict. Prevention focus has a positive effect on relationship conflict and a negative effect on task conflict and process conflict. Team mindfulness has a negative effect on relationship conflict and process conflict and a positive effect on task conflict. Task conflict was negatively affected by the interaction between team mindfulness and promotion focus. The interaction between team mindfulness and prevention focus had a positive effect on relationship conflict.Originality/valueThis study verifies the positive role of project manager's promotion focus and prevention focus in conflict management and clarifies the strengthening role of team mindfulness in constructive conflict and the prevention role in destructive conflict. This study also confirms that team mindfulness can act as a reinforcement and complementary factor of regulatory focus in megaproject conflict, contributing to the current understanding of the project manager's role in megaproject mindfulness contexts.

scholarly journals Regulatory Focus, Boundaryless Mindset, and Creativity Among Chinese College Students: A Trait Activation Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Nan Luo ◽  
Xun Xin ◽  
Haihong Li ◽  
Xuan Yu
Keyword(s):  
College Students ◽  
Life Events ◽  
Regulatory Focus ◽  
Stressful Life Events ◽  
Stressful Life ◽  
Prevention Focus ◽  
Promotion Focus ◽  
Chinese College Students ◽  
The Impact

We explored the impact of two types of regulatory focus on creativity among 330 college students in China, along with the mediating role of boundaryless mindset and moderating role of stressful life events. A three-wave survey showed that both promotion focus and prevention focus positively predicted the creativity in college students, but the positive effect of promotion focus on the creativity in college students was greater than that of prevention focus; boundaryless mindset mediated the relationship between regulatory focus and creativity; stressful life events moderated the direct effect that promotion focus has on boundaryless mindset, and it also moderated the indirect effect that promotion focus has on creativity via boundaryless mindset. These results extend the existing research on creativity and establish a new mediating mechanism and boundary conditions between regulatory focus and creativity in college students. Finally, we hope to provide a reference for innovation education.

ENTREPRENEURIAL PASSION AND ORGANIZATIONAL INNOVATION: THE MODERATING ROLE OF THE REGULATORY FOCUS OF ENTREPRENEURS

2017 ◽  
Vol 22 (03) ◽  
pp. 1750020 ◽  
Author(s):  
CUIPING MA ◽  
JIBAO GU ◽  
HEFU LIU ◽  
QINGQIONG ZHANG
Keyword(s):  
Regulatory Focus ◽  
Organizational Innovation ◽  
New Ventures ◽  
Prevention Focus ◽  
Promotion Focus ◽  
Entrepreneurial Passion ◽  
The Relationship ◽  
Moderating Role ◽  
Practical Implications

This study examines the relationship between entrepreneurial passion and organizational innovation in new ventures. We also investigate the moderating role of entrepreneurs’ cognition, namely regulatory focus, in the relationship between entrepreneurial passion and organizational innovation. Findings from data collected from 141 Chinese new ventures indicated that entrepreneurial passion is positively related to organizational innovation. Moreover, the regulatory focus of entrepreneurs moderates the relationship between entrepreneurial passion and organizational innovation, such that the relationship is stronger under high promotion focus or low prevention focus. Theoretical and practical implications of these findings are discussed.

scholarly journals Promoting Water Conservation Based on the Matching Effect of Regulatory Focus and Emotion

2021 ◽  
Vol 18 (4) ◽  
pp. 1680
Author(s):  
Xiaomei Wang ◽  
Lin Zhang ◽  
Xiaoyu Jiang ◽  
Jia Wang
Keyword(s):  
Regulatory Focus ◽  
Water Conservation ◽  
Information Dissemination ◽  
Interactive Effect ◽  
Water Saving ◽  
Prevention Focus ◽  
Matching Effect ◽  
Promotion Focus ◽  
Cognitive Motivation ◽  
Willingness To Engage

This study aimed to examine the effects of regulatory focus and emotions on water-saving information dissemination. The findings revealed that when water-saving information is framed with a prevention focus, sad emotion fosters more active willingness to engage with the information dissemination than cheerful emotion. However, a promotion focus coupled with cheerfulness is slightly more persuasive than a promotion focus coupled with sadness. Furthermore, compared to the individuals in the nonfit group of emotions who had a regulatory focus, the individuals in the fit group formed a more favorable water-saving attitude and demonstrated a slightly higher willingness to disseminate water-saving information. This article is the first to contribute to exploring the dissemination of water-saving information from the perspective of the interactive effect of individual cognitive motivation and emotion.

An analysis of pragmatic content in EFL textbooks for young learners in Croatia

2021 ◽  
pp. 136216882098693
Author(s):  
Eva Jakupčević ◽  
Mihajla Ćavar Portolan
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Speech Acts ◽  
Primary Schools ◽  
Communicative Competence ◽  
Essential Element ◽  
Pragmatic Competence ◽  
Young Learners ◽  
Language Classes ◽  
Insight Into

Pragmatic competence is an essential element of communicative competence, which makes it relevant for speakers of all ages, including young language learners (YLLs). Despite the recognized importance of pragmatics, research of textbooks for adult second language (L2) learners to date has found them lacking in their approach to this key aspect of language. However, there is very little research of pragmatics in textbooks for YLLs, which would provide insight into the extent to which these materials can support teachers in including elements of pragmatic competence into their language classes. The present study aims to fill this gap by determining how much pragmatic content is included in 18 textbooks used in Croatian primary schools with learners aged 9–12 years. The textbooks are compared in regard to the percentage of pages with pragmatic content as well as the different speech acts that receive explicit attention in them. The main finding of the study is the great amount of inconsistency when it comes to the scope and treatment of pragmatic content, with some textbooks proving extremely lacking. The results present a concerning picture as all of the students using these diverse textbooks should be following the same curriculum which emphasizes the development of communicative competence.

scholarly journals The Effect of Instruction on Learners' Pragmatic Awareness: a Focus on Refusals

2010 ◽  
Vol 10 (1) ◽  
pp. 65 ◽  
Author(s):  
Eva Alcón Soler ◽  
Josep Guzmán Pitarch
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Processes ◽  
Speech Acts ◽  
Speech Act ◽  
Pragmatic Awareness ◽  
Research Gap ◽  
Instructional Contexts

The benefits of instruction on learners’ production and awareness of speech acts is well documented (see Alcón and Martínez-Flor, 2008, for a review of pragmatics in instructional contexts). However, few studies examine the influence that instruction may have on the cognitive processes involved in speech act production (Félix- Brasdefer, 2008). In order to address this research gap, and taking into account the discussion in research on the concept of attention and related terms such as awareness (see Al-Hejin, 2004, for a review of the role of attention and awareness in second language acquisition research) this paper reports on the benefits of instruction on learners’ attention and awareness during the performance of refusals. Thus, based on a pedagogical proposal for teaching refusals at the discourse level, we focus on the benefits that this pedagogical proposal can have on the information attended to during the planning and execution of refusals. Secondly, we explore whether instruction makes a difference in learners’ awareness of refusals.

scholarly journals Effects of negative social information on the willingness to support charities: the moderating role of regulatory focus

2020 ◽  
Author(s):  
Nhat Quang Le ◽  
Magne Supphellen ◽  
Richard P. Bagozzi
Keyword(s):  
Regulatory Focus ◽  
Social Information ◽  
Harmful Effect ◽  
Promotion Focus ◽  
Positive Effects ◽  
Willingness To Donate ◽  
The Social ◽  
Group Members ◽  
Harmful Effects

Abstract Donation campaigns that have an unsuccessful start often trigger negative social information in the social and mass media (e.g., “few others have donated so far”). Little research exists to shed light on the effects of such information in the context of donations. Across three studies involving different causes and different channels of communication, we find harmful effects of negative social information on the willingness to donate among prevention-focused consumers but tendencies of positive effects for consumers with a promotion focus. We identify response efficacy as a mediator of the harmful effect for prevention-focused consumers. This finding suggests that social proof theory is not sufficient to explain the harmful effect of negative social information. Alternative mediators are tested and rejected. The findings imply that an effective strategy to avoid harmful effects of negative social information is to trigger a promotion focus in target group members and communicate facts about charity effectiveness.

scholarly journals Research on the Role of Situational Teaching in Second Language Teaching

2019 ◽  
Vol 3 (2) ◽  
pp. 59
Author(s):  
Lijuan Gao
Keyword(s):  
Second Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Language Skills ◽  
Colleges And Universities ◽  
Language Ability ◽  
Second Language Teaching ◽  
The Times ◽  
Different Levels

<p>With the development of society and the progress of the times, it is very important for people to master a second language. Nowadays, the development of our country is becoming more and more international. Under such an environment, the application of second language is becoming more and more popular. At present, various colleges and universities have listed second language as a compulsory course, mainly to attract students' attention. In the process of second language teaching, in order to effectively enhance students' language skills and promote the teaching results of second language, the author believes that language teaching and situational teaching should be fully combined to effectively enhance students' second language ability. On this basis, the application of situational teaching method in second language teaching is discussed and analyzed in details from different levels.</p>

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