scholarly journals Development of Language Proficiency and Pragmatic Competence in an Immersive Language Program

2018 ◽  
Vol 9 (1) ◽  
pp. 10
Author(s):  
Vahid Rafieyan ◽  
William Rozycki
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Significant Relationship ◽  
Language Contact ◽  
Target Language ◽  
Pragmatic Competence ◽  
Language Program ◽  
Grammatical Competence ◽  
Contact Survey ◽  
High Level

Since pragmatic competence and grammatical competence are two distinct aspects of communicative competence (Bachman, 1990), a high level of grammatical competence may not lead to a high level of pragmatic competence, rather it can be best developed through immersion in the target language. In this respect, this paper addresses three research questions within the context of an immersive language program in an EFL setting: 1) Does instruction in an immersive language program have a significant effect on language learners’ general language proficiency? 2) Is there any significant relationship between language learners’ general language proficiency and their pragmatic competence? 3) Is there any significant relationship between language learners’ level of language contact and their pragmatic competence?In the experiment, Japanese first-year college students (n=18) were assessed through TOEFL PBT at the start of a one-year language immersion program. The subjects thereupon participated in an intensive language program. At the end of the academic year, all subjects took another TOEFL PBT along with a pragmatic competence test (Bardovi-Harlig, 2009) and a language contact survey. The statistical findings of this study demonstrated a significant positive effect for immersive language program on general language proficiency. However, the findings found no significant association between general language proficiency and pragmatic competence and only a weak correlation between language contact and pragmatic competency. This suggests that developing general linguistic proficiency and immersive language contact with a target language do not automatically ensure the acquisition of pragmatic competence.

scholarly journals The Importance of Pragmatic Competence in the EFL Curriculum: Application and Implications*

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mohamed Amine Choraih ◽  
Ayoub Loutfi ◽  
Abdullah Mansoor
Keyword(s):  
Language Proficiency ◽  
Curriculum Design ◽  
Arab World ◽  
Target Language ◽  
Pragmatic Competence ◽  
Suggested Approach ◽  
Grammatical Competence ◽  
And Training

The field of language teaching and curriculum development has been characterized by its constant development, with a concomitant impact on the quality of education and training. The drive is mostly due to the rapidly changing world characterized by globalization and the result of openings on other fields of research. One area that has informed this field is the teaching of L2 pragmatic competence, with the commonly expressed generalization being that there is a gap between what research in pragmatics has found and how language is generally taught today (Ishihara & Cohen, 2010). On this view, this paper purports to investigate the role of pragmatic competence in the teaching of English. We provide evidence that language proficiency should not only be equated with grammatical well-formedness, but also with how to use it appropriately and efficiently in the target language. This being the case, however, we will show that the implementation of this view is far from being easy, especially in a trend that has for long been characterized by a focus on the grammatical competence, both in terms of training and curriculum design. This is paired with a similar difficulty in terms of how to translate the pragmatically-based approach into L2 classroom practices and how to identify modes of assessment. Addressing these issues, we believe, will shed light on some of the challenges and implications on the teaching of English along with the applicability of the suggested approach to the current ELT reform in the Arab world in general and in Morocco in particular.

scholarly journals Hedging in spoken conversations by Norwegian learners of English

2020 ◽  
Vol 8 (2) ◽  
pp. 27-48
Author(s):  
Stine Hulleberg Johansen
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Native English Speakers ◽  
Pragmatic Competence ◽  
Advanced Learners ◽  
Grammatical Competence ◽  
Spoken English ◽  
Hedging Strategies ◽  
High Level ◽  
Learner Language

Hedging is an important aspect of pragmatic competence, but it is also a complex phenomenon that is difficult to master. This has resulted in underuse of hedging strategies by language learners, and many learners limit their hedging repertoire to a few strategies. This study compares the use of 10 hedging expressions commonly used in informal spoken English, a bit, I mean, I think, just, kind of/kinda, like, might, probably, thing(s), and you know, in data from LINDSEI-no, a corpus of Norwegian advanced learners, and LOCNEC, a comparable corpus of native English speakers. Norwegian learners typically show a high level of grammatical competence, but research on their pragmatic competence is limited. This study adds to the empirical research on Norwegian advanced learners by comparing the use of these expressions in native and learner language. The results indicate that as a group, Norwegian learners underuse hedging strategies, but when each expression and individual variation are considered, the picture is more nuanced. In fact, several of the Norwegian learners’ hedging practices partially overlap with several of the native speakers’ practices concerning hedging frequency and types of hedging strategies used.

World Englishes, Second Language Acquisition, and Language Contact

2015 ◽  
Author(s):  
Rajend Mesthrie
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Contact ◽  
Second Language Learners ◽  
World Englishes ◽  
Target Language ◽  
Political Dimension ◽  
Second Languages

Although areas of potential overlap between the fields of Second Language Acquisition (SLA) and World Englishes (WE) may seem obvious, they developed historically in isolation from each other. SLA had a psycholinguistic emphasis, studying the ways in which individuals progressed towards acquisition of a target language. WE studies initially developed a sociolinguistic focus, describing varieties that arose as second languages in former British colonies. This chapter explores the way in which each field could benefit from the other. The SLA emphasis on routes of development, overgeneralization, universals of SLA, and transfer in the interlanguage has relevance to characterizing sub-varieties of WEs. Conversely, the socio-political dimension of early WE studies and the notion of macro- or group acquisition fills a gap in SLA studies which sometimes failed to acknowledge that the goal of second language learners was to become bilingual in ways that were socially meaningful within their societies.

Variable future-time reference in French: A comparison of learners in a study-abroad and a foreign-language context

2016 ◽  
Vol 61 (3) ◽  
pp. 259-285 ◽  
Author(s):  
Aarnes Gudmestad ◽  
Amanda Edmonds
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Developmental Trajectories ◽  
Target Language ◽  
Learning Context ◽  
Future Time ◽  
Foreign Language Learners ◽  
Language Proficiency Test

AbstractThis study seeks to advance understanding of second-language (L2) acquisition of future-time reference in French, by comparing the developmental trajectories of learners living in and away from the target-language setting. Study-abroad learners in France (n= 45), foreign-language learners living in the US (n= 37), and native speakers of Hexagonal French (n= 30) participated in this study. They completed a written-contextualized task, a language-proficiency test and a background questionnaire. For each written-contextualized-task item, participants selected from among three responses that differed with respect to the form (inflectional future, periphrastic future, present). Items were designed to test for the influence of three factors on the form selected: presence/absence of a lexical temporal indicator, temporal distance, and (un)certainty. Additionally, two extra-linguistic factors were examined: learning context and proficiency level. The analyses of frequency and the multinomial logistic regressions suggest that, despite developmental similarities between learning contexts, acquisitional paths of study-abroad and foreign-language learners were not identical.

scholarly journals Second language learners’ divergence from target language pragmatic norms

2016 ◽  
Vol 6 (2) ◽  
pp. 249-269 ◽  
Author(s):  
Maria Pia Gomez-Laich
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Nonnative Speakers ◽  
Target Language ◽  
Pragmatic Competence ◽  
L2 Pragmatics ◽  
Direct Explanation ◽  
The Individual

Pragmatic competence is an indispensable aspect of language ability in order for second and foreign language (L2/FL) learners to understand and be understood in their interactions with both native and nonnative speakers of the target language. Without a proper understanding of the pragmatic rules in the target language, learners may run the risk of coming across as insensitive and rude. Several researchers (Bardovi-Harlig, 2001; Kasper & Rose, 2002) suggest that L2 pragmatics not only can be taught in the L2/FL classroom, but, more importantly, that explicit approaches that involve direct explanation of target pragmatic features are beneficial for learning pragmatics. Just as native speakers of a language acquire a “set of dispositions to act in certain ways, which generates cognitive and bodily practices in the individual” (Watts, 2003, p. 149), instructors can help learners to become aware of the pragmatic features that characterize the target language. Although the importance of explicit teaching of pragmatics is well recognized in the literature, learning norms and rules of pragmatics largely depends on learners’ subjectivity. Learners’ convergence or divergence from the L2 pragmatic norms, both consciously and out of awareness, sometimes depends on whether these norms fit their image of self and their L1 cultural identity. Since identity-related conflict can have significant consequences for the acquisition of second language pragmatics, failing to consider the centrality of learners’ identities will produce an inadequate understanding of SLA. This paper synthesizes studies that document the reasons why learners opt to remain foreign by resisting certain L2 practic-es. The following synthesis question was proposed: Why do language learners resist the pragmatic norms of the target language?

scholarly journals Competing priorities: Student perceptions of helps and hindrances to language acquisition during study abroad

2015 ◽  
Vol 26 (1) ◽  
pp. 83-106 ◽  
Author(s):  
Marcie J. Pyper ◽  
Cynthia Slagter
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Student Perceptions ◽  
Language Proficiency ◽  
Language Contact ◽  
Native Speakers ◽  
Target Language ◽  
Community Members ◽  
Before And After ◽  
Competing Priorities

Multiple studies have investigated the effect of language contact on language proficiency, testing the assumption that the study abroad context means greater contact with the target language (L2).  Other studies have examined the context of L2 interactions, considering host families, contact with community members, and interactions with non-native-speaking peers. While these studies are helpful, larger scales studies are needed to determine how students are interacting with native and non-native speakers during study abroad.  The current study examines student perceptions of helps and hindrances to L2 gain during semester-long study abroad of more than 100 students studying Spanish in Spain, Honduras, and Peru. Participants completed surveys patterned after the Language Contact Profile of Freed, Dewey, Segalowitz, and Halter (2004) and took the Versant Language Test before and after their study abroad experience. They also participated in a post-program interview which was subsequently transcribed, encoded and analyzed.  Results suggest that students experience competing priorities in decisions governing L1 vs L2 use and that student intentionality is key to successful language learning.

scholarly journals The Case Study of Pragmatic Failure in Second Language of Pakistani Students

2019 ◽  
Vol 9 (4) ◽  
pp. 200
Author(s):  
Muhammad Asif ◽  
Zhiyong Deng ◽  
Zahoor Hussain
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Cultural Awareness ◽  
Descriptive Analysis ◽  
Pragmatic Competence ◽  
Placement Test ◽  
Pragmatic Failure ◽  
L2 Learners ◽  
Level Of Significance ◽  
High Level

The current study explores the pragmatic failure in the second language (L2) of Pakistani learners at the graduate level. Pragmatic failure occurs mainly because of the lack of the cultural awareness and knowledge, and it offers an angle for the discussion in this study. However, the development of L2 learners’ pragmatic competence plays a significant role in accomplishment of communicative competence. This study was aimed to examine the relationship between pragmatics and language proficiency. The data were selected from two universities, i.e., University of Management and Technology, Lahore, and Minhaj University Lahore. The sample of 80 L2 learners participated in this study, and forty students were selected from each university. They were studying English as L2 for four years, respectively. All learners were Urdu speakers and their age ranged from 22 to 28. To assess participants’ language proficiency, Oxford Quick Placement Test (1999) was employed. The data were analyzed through the SPSS software (version 22) to answer the research questions. The descriptive analysis is utilized to find out the results. In order to evaluate the data, One Way ANOVA was run to see the level of significance among the three groups, i.e., High, Mid and Low. It is 0.445 between High and Mid group, and finally the level of significance between Low and Mid group is 0.001. The results reveal that L2 Pakistani learners have a lot of problems not only in pragmatic competence but in language proficiency as well. However, there is a significant relationship between pragmatics and language proficiency. And finally, it is found that there is no difference between male and female learners in pragmatic field, and eventually we came to this conclusion that pragmatic feature of English is predictable, namely, those students who are in a high level of language proficiency do better in pragmatic situations.

scholarly journals ANALYZING COMPLAINTS BY INDONESIAN EFL SPEAKERS

2014 ◽  
Vol 14 (1) ◽  
pp. 63
Author(s):  
Anna Marietta Da Silva
Keyword(s):  
Language Learners ◽  
English Language ◽  
Native Speakers ◽  
Initial Period ◽  
Pragmatic Competence ◽  
Language Competence ◽  
Efl Learners ◽  
Grammatical Competence ◽  
Pragmatic Transfer ◽  
Native Speakers Of English

The English language competence of an EFL learner can be reflectedin his pragmatic competence. Yet, for language learners and teachers a mastery of the pragmatic competence may unconsciously be neglected. In other words, it may not be taught in line with the grammatical competence since the initial period of learning. The article centers on two problems: (1) the similarities and differences of speech act of complaints among Indonesian EFL learners, Indonesian EFL teachers and American native speakers, and (2) the evidence of any pragmatic transfer in the complaint performance. DCT was used to gather the data, which was then analyzed using Rinnert, Nogami and Iwai?s aspects of complaining (2006). It was found that there were both differences and similarities of complaints performed by both the native and non-native speakers of English when power and social status were involved. Some evidence on pragmatic transfer was also tangible; mainly it was due to cultural differences

scholarly journals Cross-Cultural Pragmatics and Its challenges in EFL context

2017 ◽  
Author(s):  
Dian Rianita
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Target Language ◽  
Pragmatic Competence ◽  
Efl Context ◽  
High Level ◽  
Cultural Pragmatics

Preprint-The target of teaching and learning a foreign language, like English, is customary to give the learners knowledge in using the target language for communication in an appropriate way. Because of that, it is not enough to teach the learners merely grammar skills, but they have to be provided with the cross-cultural competence in using the target language. Linguists believe that mastering high-level skills in grammar does not mean the learners have the equal pragmatic competence. Thus, the instruction concerning pragmatics is compulsory in term of rising a cross-cultural awareness. This paper discusses the intercultural pragmatics and its importance in second language acquisition. The discussion covers the challenges faced by the learners in becoming proficient at using English as their target language

“Very easy, it’s an English class, therefore they should not rely on a French text”

2021 ◽  
Author(s):  
Caroline Payant ◽  
Philippa Bell
Keyword(s):  
Language Proficiency ◽  
Literacy Instruction ◽  
Online Survey ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Target Language ◽  
Limited Information ◽  
Complex Skill ◽  
Development Of Language ◽  
High Level

Abstract In the context of additional language (AL) learning, teachers need to focus on the development of language proficiency as well as on high-level literacy skills, for example, comprehending and evaluating information and creating new meaning. From a plurilingual perspective, AL learners’ first language (L1) is conceputalised as a useful tool in the development of target language proficiency; however, limited information exists concerning AL teachers’ beliefs towards the use of the L1 for high-level literacy instruction despite its potential utility for complex skill development. The aim of the present exploratory study was to examine the beliefs of in-service teachers of English as an additional language (EAL) working in the Quebec primary and secondary school system in francophone Canada regarding plurilingual approaches for classroom literacy practices and to uncover the factors that influence their beliefs. An online survey was distributed to in-service EAL teachers (N = 57) working in the province of Quebec, Canada. Findings suggest that teachers believe that it is most beneficial to adopt a monolingual lens to literacy instruction, a belief that denies learners’ use of their L1 and this, in a bilingual country. Implications for teacher education programs that challenge a monolingual lens are explored.

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