Pragmatics and Language Learning
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ItemPragmatics & Language Learning, Volume 11(National Foreign Language Resource Center, 2006)This volume of Pragmatics & Language Learning, a refereed series sponsored by the National Foreign Language Resource Center at the University of Hawaiʻi, features cutting-edge research on L2 pragmatics from a wide range of theoretical and methodological approaches. It offers fresh perspectives on standard topics such as the use and learning of speech acts and the pragmatic meanings of linguistic resources, and the effect of planned intervention on pragmatic development in language instruction. The chapters also document researchers' increasing attention to different forms of computer-mediated communication as environments for using and developing L2 pragmatic competence, and of conversation analysis as an approach to different aspects of interaction in a variety of settings.
ItemPragmatics & Language Learning, Volume 12(National Foreign Language Resource Center, 2010)Pragmatics & Language Learning Volume 12 examines the organization of second language and multilingual speakers’ talk and pragmatic knowledge across a range of naturalistic and experimental activities. Based on data collected on Danish, English, Hawaiʻi Creole, Indonesian, and Japanese as target languages, the contributions explore the nexus of pragmatic knowledge, interaction, and L2 learning outside and inside of educational settings. Pragmatics & Language Learning (“PLL”), a refereed series sponsored by the National Foreign Language Resource Center at the University of Hawaiʻi, publishes selected papers from the biennial Conference on International Pragmatics & Language Learning under the editorship of the conference hosts and the series editor, Gabriele Kasper.
ItemGrammar and Interactional Discourse: Marking Non-topical Subject in Japanese Conversation(National Foreign Language Resource Center, 2013)This chapter aims to demonstrate the role of the postpositional particle ga in the collaborative organization of discourse topic in Japanese conversation. Discourse topic is not static; it is a dynamic notion that is interactionally achieved in dialogic communication under a “triadic interactional framework.” The interactional triangle involves three nodes representing the speaker, the interlocutor, and the object or event on which the conversational participants place attention. The jointly attended object or event serves as a local discourse topic and a common reference point for achieving alignment and intersubjectivity (e.g., sense of shared understanding, awareness, feeling, or perspective), which is one major goal of conversational interaction. In this study, I examine face-to-face and telephone conversations involving two human referents, and analyze the role of ga in guiding and maintaining the co-participants’ orientation to the common topic. I show that ga has the function of explicitly indicating the nontopicality of a ga-marked subject which participates in a sequence of actions expressed by upcoming predicate(s), and thereby contributes to the collaborative achievement of discourse topic. These findings shed light on the interplay between grammar and interaction.
ItemPragmatics & Language Learning - Volume 14(National Foreign Language Resource Center, 2016-12)
ItemPragmatic Awareness of Japanese EFL Learners in Relation to Individual Differences: A Cluster Analytic Approach(National Foreign Language Resource Center, 2013)This study investigated the relationships between pragmatic awareness and learner types drawn from pro les of learners’ motivation and pro ciency, thus providing insight into the interplay of learner factors in contrast to previous studies describing the relationships between single variables. In addition to a modi ed replication of Bardovi-Harlig and Dörnyei’s (1998) study in the Japanese EFL context, this study incorporated measures of motivation based on Self-Determination Theory and learners’ pro ciency. Cluster analysis sorted 69 Japanese EFL learners into three distinct subgroups based on their con guration of motivation and pro ciency; in particular, they differed on their levels of intrinsic motivation and pro ciency. Their pragmatic awareness was later compared by use of one-way ANOVA. The results illustrated that two groups with more self-determined motivation showed sharper perception of pragmatic inappropriateness than the group with lower intrinsic motivation, even though its pro ciency was higher. Based on the “noticing hypothesis” (Schmidt, 1995), we propose that intrinsically motivated learners are likely to process L2 pragmatic input at the level of ‘understanding,’ whereas those with lower motivational pro les only ‘notice the form’ but do not process it at the ‘understanding’ level. Proficiency is not in itself a suffcient condition for enabling ‘understanding.’