Politeness and pragmatic transfer in L2 pronominal address usage

This study investigates how Chinese learners of Spanish, who have a T/V distinction in their first language (L1), use the T/V address forms in Spanish as a second language (L2). Findings show that the learners rely mainly on their L1 pragmatic knowledge to employ the T/V in the L2. Despite having relatively good grammatical control of T/V, the learners produced frequent T/V alternation due to negative pragmatic transfer. In Chinese using V normally conveys speaker’s perception of a high-power differential and in relationships that are borderline T or V usage, shifting from T to V can convey deference and tends to co-occur with face-threatening or face-enhancing acts. The learners transferred from Chinese their tendency to use V to express deference and overutilized this politeness strategy in Spanish regardless of their relationship with the addressee. This problematic usage may generate negative social consequences and calls for pedagogical intervention.

Kia Maia ki te Kanga o Ta Koutou Ahi: Keeping the Home Fires Burning

<p>This thesis articulates physical activities of tangata whenua occupation and use as being central to the operations of ahi ka and fundamental to the demonstration of mana whenua and mana moana. The focus on use and occupation of land expresses ahi ka as a practical tool, but more importantly, as a catalyst of Maori tribal identity and cultural permanency. The customary framework of Nga Tatai Ahi Ka is applied to demonstrate intricacies, flexibility and fragility of ahi ka as a holistic tool, symbolic of identity, permanency and well-being. A richer understanding of ahi ka shows that its practical functions exceeds mere occupation and use by contributing to the socio-political, cultural, spiritual and intellectual landscape of Maori tribal peoples. The visioning of ahi ka casts the indigenous net wider by examining the local context of Mer Islands located in the Torres Strait Archipelago. Meriam customs and practices reveal the Malo ra Gelar framework as a holistic law of organisation, akin to ahi ka . Together, the Nga Ta tai Ahi Ka and Malo ra Gelar frameworks illustrate two complex and pragmatic knowledge systems as an assertion of two indigenous peoples' holistic relationships to their surrounding landscape. The usefulness of this research serves to open up new spaces of inquiry into ahi ka and Malo ra Gelar as holistic applications of self-determination, self-identification, and sovereignty of our future landscape, destinies and realities. Furthermore, its application could extend towards other indigenous nations to continuously challenge their colonial landscapes by privileging their holistic approaches as assertions of autonomy over people and place.</p>

Kia Maia ki te Kanga o Ta Koutou Ahi: Keeping the Home Fires Burning

<p>This thesis articulates physical activities of tangata whenua occupation and use as being central to the operations of ahi ka and fundamental to the demonstration of mana whenua and mana moana. The focus on use and occupation of land expresses ahi ka as a practical tool, but more importantly, as a catalyst of Maori tribal identity and cultural permanency. The customary framework of Nga Tatai Ahi Ka is applied to demonstrate intricacies, flexibility and fragility of ahi ka as a holistic tool, symbolic of identity, permanency and well-being. A richer understanding of ahi ka shows that its practical functions exceeds mere occupation and use by contributing to the socio-political, cultural, spiritual and intellectual landscape of Maori tribal peoples. The visioning of ahi ka casts the indigenous net wider by examining the local context of Mer Islands located in the Torres Strait Archipelago. Meriam customs and practices reveal the Malo ra Gelar framework as a holistic law of organisation, akin to ahi ka . Together, the Nga Ta tai Ahi Ka and Malo ra Gelar frameworks illustrate two complex and pragmatic knowledge systems as an assertion of two indigenous peoples' holistic relationships to their surrounding landscape. The usefulness of this research serves to open up new spaces of inquiry into ahi ka and Malo ra Gelar as holistic applications of self-determination, self-identification, and sovereignty of our future landscape, destinies and realities. Furthermore, its application could extend towards other indigenous nations to continuously challenge their colonial landscapes by privileging their holistic approaches as assertions of autonomy over people and place.</p>

Interlanguage Pragmatics Failure among Javanese Learners of Japanese

In the Japanese language, Keigo refers to the politeness in language that one must adhere to during interactions with native speakers. Japanese language students are obliged to pay attention to this principle and behave politely in spoken communication. In the Javanese language, the manner in which speech is delivered, undha usuk, comprises a variety of registers applied to different social contexts, such as krama (High or formal Javanese) and ngoko (Low or vernacular Javanese). Still, other politeness principles are to be taken into account. This study, driven by such a concern, was devoted to examining politeness violations in communications between 108 university students, most of whom were native Javanese speakers. The politeness principle was employed to unravel the issue. Data were collected by recording conversations between participants and native Japanese speakers. A follow-up interview with each subject was also conducted. The results revealed that most students failed to build intercultural communication in Japanese conversation, due to their lack of socio-pragmatic knowledge. Based on the interview results, in daily communication, the students rarely used the Javanese speech act level of krama, instead using basa ngoko or Indonesian. These findings emphasize the socio-pragmatic concept, and more precisely the politeness principles other than the Keigo style, to students. This should minimize the violation of politeness maxims in the Japanese language.

Teacher agency in pragmatic pedagogy

Despite the existence of a large body of research on pragmatic instruction, teachers’ beliefs about teaching and assessing pragmatic competence have received scant attention. The present study sought to investigate Persian-speaking EFL teachers’ beliefs and perceived knowledge about pragmatic instruction and assessment and their self-reported instructional practice. To achieve this aim, a questionnaire was administered to 204 EFL teachers and 30 of these teachers also participated in semi-structured interviews. The findings showed that even though the teachers were aware of the importance of pragmatics, they did not consider themselves highly competent in teaching the subject to learners or in the assessment of learners’ pragmatic abilities. The most frequent method they reported having used was pragmatic corrective feedback. Further, the teachers believed that their colleagues and institute directors also gave little weight to the improvement of learners’ pragmatic abilities, and they further argued that textbooks and exams, while containing some pragmatics-related sections, failed to enhance and measure learners’ pragmatic knowledge. These results have critical implications for teachers’ pragmatic awareness in their professional development and for the inclusion of more explicit pragmatic activities in textbooks.

Cross-Cultural Pragmatic Competence in an EFL Context for a Sustainable Learning Environment: A Case of Northern Cyprus

A review of literature on pragmatic competence reveals that less attention is given to the enrichment of cross-cultural pragmatic awareness in the classroom. The study focuses on the need to survey and discuss communicative dynamics in classroom situations and the importance of enhancing cross-cultural pragmatic competence in the English as a foreign language (EFL) context. We believe that enhancing students’ cross-cultural pragmatic competence will provide students with a sustainable learning environment, which is crucial for the quality of education. The investigation involves a mixed approach of quantitative and qualitative methods by using a questionnaire for EFL students and interview guide questions for both EFL students and teachers. For quantitative analysis, the participants involved in this research include 200 EFL students of different nationalities, and for the qualitative analysis, the participants include 10 teachers and 20 EFL students in a university in North Cyprus. The study’s findings indicate that students lack cross-cultural pragmatic knowledge and must be provided with classroom activities for social interaction and to develop explicit and implicit communicative competencies in EFL as a target language. Findings further reveal that EFL students are not endowed with cross-cultural pragmatic competence by the EFL teachers who provide little attention to pragmatic knowledge and classroom activities in the EFL context.

Pragmatic Competence: Difficulties faced by Pakistani EFL Learners

The study investigates the pragmatic knowledge; pragmatic competence level as well as speech act strategies used by Pakistani EFL learners. It reveals that Master level English language learners are unable to produce and comprehend the intended meanings in the target language. As a result, pragmatic failure and misunderstanding occurred. Pragmatic comprehension and production is essential for effective communication especially for EFL learners in this modern age where people have to communicate cross-culturally as English is being used as lingua franca internationally. The study explores the problems faced by EFL learners in comprehending and producing the correct speech acts in English. The study used two data collection tools: a WDCT in which speech acts of refusal and apology are used to find out pragmatic competence level and difficulties faced by Pakistani EFL learners. A Likert Scale questionnaire is used to know about the views and suggestions of the Pakistani EFL learners about the teaching and learning environment regarding the pragmatics. The data of speech acts of refusal is analyzed qualitatively according to the taxonomy of Beebe, keeping in view frequency, shift and content of semantic formulas. While the data of speech acts of apology is analyzed according to the speech act strategies of Cohen. Data collected through the Likert scale questionnaire is analyzed quantitatively. The study finds out that pragmatic competence level of Pakistani EFL learners is very low as well as they have to face many difficulties which result in pragmatic failure. Findings of the study show that Pakistani EFL learners lack knowledge of pragmatics in the target language. EFL learners acknowledged that pragmatic knowledge is very important for effective communication and it should be an integral part of syllabus and classroom activities.

Advanced learners’ responses to Chinese greetings in study abroad

This study explored the pragmatic strategies that advanced L2 learners of Chinese produced in greeting responses (GRs). Data were collected through roleplays and retrospective verbal reports (RVRs) from 11 advanced learners of Chinese who were studying in China. To obtain comparison data, 20 Chinese students were recruited to complete the same roleplays. The GRs were coded into openings, head acts and closings, and classified into ten strategies: phatic phrases, address terms, corresponding answers, reciprocal compliments, disagreeing, seeking confirmation, thanking, reciprocity questions, introducing another topic and reasons. The findings revealed that compared with Chinese native speakers (NSs), advanced learners produced non-target-like GRs, although their GRs were acceptable based on two NSs’ evaluation. The RVR data indicated that the learners’ non-target-like GRs might result from their idiosyncratic perceptions of Chinese greetings, pragmatic knowledge deficits, effects of instruction and learner agency. Implications for future research and teaching Chinese pragmatics are also discussed.

The Effect of Literary Text on the Pragmatic Competence and Fluency of ESL Learners

Literature has an inherent authenticity as an input for language teaching. Literary texts carry with them sociolinguistic and pragmatic knowledge which is pivotal for language learners to have their communicative competence increased. This study investigates the effect of the text of poetry on the pragmatic competence and fluency of ESL students. This is an experimental study consisting of a control group (CG) and an experimental group (EG). The respondents of the study are students of the 3rd semester, Education Faculty, University of Malakand, Pakistan. Before the commencement of the experiment, a speaking-type pretest was administered to students of both groups. Afterward, the control group was taught through traditional teaching materials whereas the experimental group was treated with poetry as teaching materials. At the end of the six-week-long experiment, a posttest like the pretest was again conducted. Moreover, a semi-structured interview was also conducted after the experiment. The scores of the students of both the groups on pretest and posttest were analyzed through statistical tests. The results of the tests indicated that the students of the experimental group performed significantly better than that of the control group in fluency whereas there was no significant difference in the mean scores of both the groups regarding pragmatic competence. However, the students of the experimental group registered significant improvement in pragmatic competence on posttest in intragroup comparison. The thematic analysis of the interview showed that the learners of the CG were reluctant to express themselves freely. They did not take interest in the group activities and did not actively participate in the presentation activity. On the contrary, the learners of EG were provided with a free-of-fear speaking environment due to the ambiguity and the subjective nature of poetry. Moreover, the text of the poetry was motivating and led to lengthy and intimate interaction among the students of the experimental group thereby improving their fluency. The study recommends that literary texts may be utilized in ESL classrooms.