scholarly journals Pragmatic Competence and Willingness to Communicate Among L2 Learners of Chinese

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaoxuan Lv ◽  
Wei Ren ◽  
Lin Li
Keyword(s):  
Second Language ◽  
Study Data ◽  
Judgment Task ◽  
Willingness To Communicate ◽  
Pragmatic Competence ◽  
Choice Test ◽  
Future Research ◽  
Pragmatic Awareness ◽  
Pragmatic Comprehension ◽  
The Relationship

Research in second language (L2) pragmatics has paid increasing attention to learners’ individual differences, but few studies have examined the relationship between learners’ willingness to communicate (WTC) in L2 and their pragmatic competence. To this end, this study investigates the association between WTC and pragmatic awareness and comprehension of Chinese as a second language (CSL) learners. A total of 80 CSL learners studying abroad in three universities in China participated in this study. Data were collected through a WTC questionnaire, a self-perceived communication competence (SPCC) questionnaire, a pragmatic awareness judgment task, and a multiple-choice test for pragmatic comprehension. Statistical analyses were conducted to explore the relationship between the learners’ pragmatic awareness and pragmatic comprehension on the one hand and their WTC and SPCC in L2 on the other. The findings indicated that SPCC correlated positively with the learners’ L2 pragmatic comprehension, but not with their L2 pragmatic awareness. No correlation was found between WTC and pragmatic awareness and comprehension. The results suggest that SPCC may contribute to learners’ L2 pragmatic comprehension; some implications for teaching and future research directions are also discussed.

scholarly journals Consumer willingness to communicate in a second language

2014 ◽  
Vol 52 (5) ◽  
pp. 950-966 ◽  
Author(s):  
Jonas Holmqvist ◽  
Yves Van Vaerenbergh ◽  
Christian Grönroos
Keyword(s):  
Second Language ◽  
Customer Service ◽  
Perceived Control ◽  
Service Management ◽  
Empirical Studies ◽  
Willingness To Communicate ◽  
Future Research ◽  
Content Type ◽  
Language Difficulties ◽  
Management Literature

Purpose – The service management literature emphasizes the importance of communication, but language difficulties can make communicating in business settings more difficult. The purpose of this paper is to address consumer willingness to communicate in a second language to identity the antecedents that drive consumer language preferences. Design/methodology/approach – The paper presents the findings from two empirical studies in two multilingual countries with a total of 361 adult respondents. Findings – The findings show perceived control to be the strongest antecedent of consumer willingness to communicate in a second language, and identifies second language skills as an antecedent in countries with little political tensions related to language, while political considerations is a strong antecedent in countries where language use is political. Research limitations/implications – The studies are limited to countries with more than one official language. While multilingual countries make up around two-third of the world's population, future research could test whether the same antecedents are applicable in monolingual societies. Practical implications – The findings help managers to understand in which situations consumers may be willing to switch language, and in which situations it is important to serve consumers in more than one language. Originality/value – The paper is the first to draw upon both the service management literature and the sociolinguistic literature to develop and test a model to explain consumer language preferences. This model may help managers to develop strategies for customer service in multilingual markets.

The Effects of Written Corrective Feedback on Chinese EFL Learners’ Acquisition of English Collocations

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Ting Wang ◽  
Lin Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Corrective Feedback ◽  
Choice Test ◽  
Future Research ◽  
Control Group ◽  
Written Corrective Feedback ◽  
Facilitative Role

AbstractThe role of written corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of one traditional type of feedback—direct corrective feedback (DCF)—with an innovative type of error correction, feedback provided within context—situated feedback (SF). The effects of the two types of written feedback were measured by examining the accurate use of target collocations in a translation test and a multiple choice test completed by 73 intermediate EFL students in China. Three groups were formed: a DCF group, an SF group, and a control group. The study found that both treatment groups outperformed the control group in the posttests and delayed posttests and that there were significant advantages of the SF group in comparison to the DCF group in both posttests. The results suggested that the provision of written CF was helpful for collocation learning and that situational context could promote the facilitative role of written CF in language acquisition. These findings are discussed from the perspectives of both second language acquisition (SLA) theory and language pedagogy and implications for future research efforts are put forward.

Knowledge Management and Institutional Accounting Functional Effectiveness: Evidence from Malaysia

2019 ◽  
Vol 18 (02) ◽  
pp. 1950017
Author(s):  
Freida Ozavize Ayodele ◽  
Liu Yao ◽  
Hasnah Binti Haron ◽  
Eyasan Leslie Dabor
Keyword(s):  
Knowledge Management ◽  
Structural Equation ◽  
Study Data ◽  
Partial Least Square ◽  
Least Square ◽  
Future Research ◽  
Effectiveness Model ◽  
The Impact ◽  
The Relationship ◽  
Insight Into

Institutional accounting functions are critical actors in the success of every organisation and emphasise distinct effectiveness compared to other practices. Meanwhile existing research has examined general knowledge management (KM) and its association with effectiveness at an overall institutional level. However, studies on the impact of KM capabilities on institutional accounting functional effectiveness (FE) is sparse. This study evaluates the impact of KM on institutional accounting FE based on resource-based theory (RBT) at various levels of analysis. Utilising empirical evidence, accounting knowledge management (AKM)-based effectiveness model was developed. Data were collected through a questionnaire survey of accounting officers in public research institutions in Malaysia. The study data were initially analysed using statistical package for social sciences (SPSS) version 23.0 and hypothesised relationship tested via partial least square structural equation modelling (PLS-SEM). Interestingly, the results provide support for the developed research AKM model underpinned by RBT viewpoint. AKM infrastructure (AKMI) and process capabilities impact institutional accounting FE significantly and AKM process capability partially mediates the influence of AKMI capability. The study offers new insight into the relationship between KM and institutional accounting practices. Thus, they create avenues for future research and directions for KM policy decisions in institutions.

Can willingness to communicate, communication in English anxiety, behavioural inhibition and behavioural action predict perceived L2 fluency?

2021 ◽  
pp. 136216882110440
Author(s):  
Reza Zabihi ◽  
Shiva Ghominejad ◽  
Mohammad Javad Ahmadian
Keyword(s):  
Second Language ◽  
Partial Correlation ◽  
Willingness To Communicate ◽  
Language Teachers ◽  
Proficiency Tests ◽  
Behavioural Inhibition ◽  
L2 Proficiency ◽  
Affective Factors ◽  
The Relationship

This study aimed to investigate whether and how willingness to communicate, communication in English anxiety, behavioural inhibition and action predict perceived second language (L2) fluency. The study also looked at whether L2 proficiency moderates the strength of relationships between these affective factors and L2 perceived fluency. One hundred learners of English were recorded while doing the Suitcase task (a monologic task) and were asked to complete a series of questionnaires and proficiency tests. Speech samples were then prepared for presentation to 26 experienced language teachers (and highly proficient users of English) as raters. Their task was to rate the speech samples in terms of perceived fluency. Results revealed that while willingness to communicate is a strong and positive predictor of perceived fluency, communication in English anxiety negatively predicts perceived L2 fluency. We also found that L2 proficiency does not seem to moderate the relationship between perceived fluency and willingness to communicate (WTC), but it does change the partial correlation figure for communication in English anxiety from r = −0.24 ( p = .013) to r = −0.38 ( p < .001). This variation suggests that less proficient L2 speakers’ perceived fluency could be more severely affected by communication in English anxiety.

The Relationship between Iranian Intermediate EFL Learners’ Frequency of Language Learning Strategies Use and Their Pragmatic and Grammatical Awareness

2016 ◽  
Vol 6 (6) ◽  
pp. 1284
Author(s):  
Shekoufeh Arab ◽  
Omid Tabatabaei
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Communicative Competence ◽  
Judgment Task ◽  
Language Learning Strategies ◽  
Intermediate Students ◽  
Grammaticality Judgment ◽  
Grammatical Awareness ◽  
Pragmatic Awareness ◽  
The Relationship

In this study, attempts were made to investigate the use of language learning strategies in four areas of communicative competence among Iranian intermediate learners and also the extent of their pragmatic and grammatical awareness. The relationship between the participants' frequency of grammatical strategies use and their pragmatic and grammatical awareness was also explored. In so doing, after conducting the Oxford placement test on a group of students in Islamic Azad University, Najafabad Branch, 63 homogeneous intermediate students were selected. The required data were collected through administrating Language Learning Strategies for Communicative Competence questionnaire to determine the use of language learning strategies by the participants and Pragmatic and Grammaticality Judgment Task questionnaire to determine their pragmatic and grammatical awareness. The findings revealed that the participants used grammatical strategies more frequently and sociolinguistic strategies less frequently than other types of strategies. Furthermore, the descriptive statistics demonstrated that the participants had more grammatical awareness and perceived the grammatical errors more seriously in comparison to pragmatic ones. Finally, correlational analysis displayed there was no correlation between the participants’ frequency of grammatical strategies use and their pragmatic awareness. These findings demonstrate the participants’ weakness in employing sociolinguistic strategies and their lack of pragmatic awareness.

Formulaic Language, Creativity, and Language Play in a Second Language

2012 ◽  
Vol 32 ◽  
pp. 189-205 ◽  
Author(s):  
Nancy Bell
Keyword(s):  
Second Language ◽  
Age Differences ◽  
Recent Literature ◽  
Empirical Studies ◽  
Reciprocal Relationship ◽  
Future Research ◽  
Formulaic Language ◽  
Language Play ◽  
Linguistic Conventions ◽  
The Relationship

Since the late 1990s, the field of applied linguistics has seen a revival of interest in the topic of linguistic creativity and language play, with several theoretical works spawning a variety of empirical studies of (second language) L2 learners. This chapter reviews recent literature in order to examine the reciprocal relationship between formulaic language and L2 language play. Formulaic language provides a point of reference against which other uses can be recognized as creative or playful. At the same time, language play can also create new linguistic conventions. Thus, while the relationship between formulaic language and language play has not been explicitly addressed, as the examples presented here will demonstrate, formulaic language is a necessary part of much language play. This article begins by theorizing the relationship between formulaic and playful language. This relationship is then examined in terms of functions, age differences, and media differences, and the article closes with a number of suggestions for future research.

Timed versus untimed recognition of L2 collocations: Does estimated proficiency modulate congruency effects?

2020 ◽  
Vol 41 (5) ◽  
pp. 1197-1222
Author(s):  
Suhad Sonbul ◽  
Dina El-Dakhs
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Native Speakers ◽  
Language Translation ◽  
First Language ◽  
Judgment Task ◽  
Choice Test ◽  
Foreign Language Learners ◽  
Mixed Effects Modeling ◽  
Native Speakers Of English

AbstractCongruency (the availability of a direct first language translation) and level of proficiency have been reported among the most important determinants of second language collocation processing. However, only very few studies looked at the interaction between the two determinants, and none of these directly compared untimed collocation recognition assessed through traditional tests to timed recognition evident in psycholinguistic tasks. The current study administered both types of form recognition measures to 228 female Saudi English as a foreign language learners in two separate experiments: a traditional multiple-choice test (Experiment 1) and a timed acceptability judgment task (Experiment 2). Experiment 2 also tested 37 native speakers of English as a baseline for comparison. Congruency, estimated proficiency (vocabulary test scores), and the interaction between the two were evaluated as predictors of untimed and timed recognition through mixed-effects modeling. Results showed that congruency and estimated proficiency had a clear effect on untimed and timed recognition. More interesting, the effect of proficiency was clearer on timed recognition with a gradual decrease in the first language effect as proficiency increased getting closer to nativelike collocation processing. Results have implications for second language collocation learning and testing.

scholarly journals Authentic Leadership and Creativity: Moderated Meditation Model of Resilience and Hope in the Health Sector

2019 ◽  
Vol 10 (1) ◽  
pp. 18-29 ◽  
Author(s):  
Aizza Anwar ◽  
Ghulam Abid ◽  
Ali Waqas
Keyword(s):  
Authentic Leadership ◽  
Positive Impact ◽  
Health Sector ◽  
Belief System ◽  
Study Data ◽  
Public Hospitals ◽  
Future Research ◽  
Values And Beliefs ◽  
Time Lagged ◽  
The Relationship

Authentic leaders are recognized as self-aware individuals who act according to their values and beliefs in the organization. Most of the studies have acknowledged the positive impact of authentic leaders on followers. However, the characteristics of an authentic leader, such as making decisions according to his/her own belief system, might negatively affect the followers. The current study aims to investigate the relationship of authenthic leadership/leaders (AL) and creativity through the mediating role of resilience. In this study, data were collected from 172 nurses working at public hospitals using a three-wave, time-lagged study design. The findings show that authentic leadership significantly predicts hope among employees. A hopeful individual positively reflects creativity in the workplace and also mediates the relationship between authentic leadership and creativity at workplace. These results report that authentic leadership impacts hope in a positive manner; thereby, increasing the level of creativity of nurses at the workplace. The study also highlights that if a resilient nurse is supervised by an authentic leader, it decreases hope and eventually creativity at work. The paper elaborates theoretical and practical implications for the health care sector along with limitations and direction for future research.

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