Input & Interaction in the Acquitision of L1 Pragmatic Routines: Implications for SLA

dc.contributor.advisor Brown, James D. DuFon, Margaret A.
dc.contributor.department University of Hawaii at Manoa. Department of English as a Second Language. 2016-05-09T21:58:24Z 2016-05-09T21:58:24Z 1994
dc.description.abstract While there has been extensive study of both chitd L1 and adult L2 pragmatics, acquisition of the L1 and L2 studies have largely followed different paths. Ll r" has focused on developmental steps, cognitive processes, socio-cultural variables, and the nature of the input and interaction. L2 studies have focused on the roles of socio-culfural variables and cross_linguistic influence in the acquisition of politeness forms. The purpose of this paper is to discuss the Ll literature on the acquisition of pragmatics, specifically linguistic politeness within the context of interactional routines. Routines are discussed in terms of 1) the nature of the input, that is, the inherent characteristics of the routines which facilitate or impede their being acquired, 2) the cognitive variables of noticing and understanding, 3) the sociar variables related to the child's role and ,tut,.,, i., the society, the structure of caregiving, and beliefs about language acquisition, and 4) the interactional variables. The implications of these findings for the study of L2 acquisition of pragmatics are discussed with respect to the inherent characteristics of routines, the roles of values and beliefs, the ncgoti.tion of meaning, and the role of learner feedback in the acquisition process. Finally some comments are made on research methodology.
dc.format.digitalorigin reformatted digital
dc.format.extent 41 pages
dc.language eng
dc.relation.ispartof University of Hawai'i Working Papers in English as a Second Language 12(2)
dc.title Input & Interaction in the Acquitision of L1 Pragmatic Routines: Implications for SLA
dc.type Working Paper
dc.type.dcmi Text
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