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

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"sea.ch 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.