How does pragmatic competence develop in bilinguals?

Kecskés, István

doi:10.1080/14790718.2015.1071018

Cited by 45 publications

(39 citation statements)

References 30 publications

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“…In general, pragmatic competence in the L1 is the result of language socialization (Kecskes, 2015). The inference is that learners have a certain level of pragmatic comprehension ability, and any variations in the responses could be due to sociocultural considerations of the task, and to an extent linguistic consideration.…”

Section: Resultsmentioning

confidence: 99%

“…In order not be considered as a careless or clumsy person they preferred to settle the matter without losing face. As Kecskes (2015) believed, "People, no matter how many languages they speak have one pragmatic competence which is modified dynamically depending on the exposure to different languages and cultures and individual preferences" (p. 2).…”

Section: Resultsmentioning

confidence: 99%

“…Pragmatic rules of language use function like suggestions and/or recommendations by the members of a speech community, which are based on norms, behavioral patterns, conventions and standards of that community (Kecskes, 2015). Beeman (2001) observed, "The basic dimensions of Iranian society are not terribly complex in a structural sense, but they provide for a rich play of linguistic expression" (p. 40).…”

Section: Resultsmentioning

confidence: 99%

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Exploring Subjectivity in Verbal Reports of Iranian EFL Learners in Institutional Discourse

Maibodi

Fazilatfar

Allami

2016

IJALEL

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The present study investigates Iranian EFL learners' subjectivity in single-subject retrospective verbal reports that allow the examination of the changes in the cognitive, social and affective processes involved in L2 pragmatic production. To this end, eighteen EFL learners at three proficiency levels produced verbal reports after the administration of a written discourse completion task eliciting requests and apology in asymmetrical (status-unequal) relations in institutional discourse. Qualitative analyses of students' responses indicate that sociocultural, socio-psychological and socioaffective aspects of the discourse situations influenced both their pragmalinguistic and sociolinguistic choices and negotiation of lexical and grammatical choices in planning the speech acts of requests and apologies. Apparently, the degree of sociocultural accommodation to the L2 pragmatic norms may be a matter of choice as of ability.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Exploring Subjectivity in Verbal Reports of Iranian EFL Learners in Institutional Discourse

Maibodi

Fazilatfar

Allami

2016

IJALEL

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“…In particular, it seems that grammatical competence cannot accelerate the development of pragmatic competence, as the two types of competence appear to take different developmental paths. This is because the nature of grammatical development is quite different from that of pragmatic development in adult L2 acquisition [39]. That grammatical and pragmatic competence are independent of each other is quite surprising given the two types of competence make up the concept of "communicative competence."…”

Section: Finding and Discussionmentioning

confidence: 99%

Does Grammatical Accuracy Affect Request Strategy Use?

Sanjaya¹,

Putra²,

Sitawati³

et al. 2017

Proceedings of the Fifth International Seminar on English Language and Teaching (ISELT 2017)

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The present study was aimed at examining whether grammatical accuracy was a significant predictor of use of request strategy (direct or indirect) in second language performance. Participants were 39 seventh semester students (29 males and 10 females) majoring in International Business Management at one public higher education institution in Bali. Their English proficiency levels ranged from pre-intermediate to intermediate. The participants were asked to write an e-mail based on a situation carefully designed so as to necessitate the use of indirect strategy. Grammatical accuracy was operationalized as average score per T-unit. The head act of each request was coded as either direct or indirect. Binary logistic regression was conducted on the data with significance level being set at p < .05. The result revealed that grammatical accuracy was not a significant predictor of request strategy use (Wald = 0.00, df = 1, p = 0.96). This result indicates that the odds for using indirect strategy are similar regardless of level of levels of grammatical accuracy.

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“…En relación a la forma como los individuos adquieren esta competencia Kecskes (2015) Argumenta que hay una diferencia básica entre el desarrollo de la competencia pragmática en L1 4 y el desarrollo secuencial de la competencia pragmática bilingüe. El estudio afirma que la competencia pragmática en la lengua materna está controlada principalmente por el entorno sociocultural y por una interacción natural con el idioma, entre tanto la adquisición de la competencia pragmática en una segunda lengua está motivado principalmente por la voluntad y las preferencias individuales.…”

Section: Diálogounclassified

Estudio Sobre el Uso de Recursos Digitales Educativos para el Desarrollo de la Competencia Pragmática en Inglés

Doria

2019

Dialogo

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Resumen: Esta investigación se centró en medir la incidencia de una estrategia de aprendizaje basada en el uso de tecnologías educativas en la competencia pragmática en inglés, a través de un estudio cuantitativo con un diseño cuasi-experimental, que intervino una muestra de estudiantes de grado 10° de una institución rural en la ciudad de Montería, Colombia. Los resultados arrojaron mejores niveles de apropiación de la competencia pragmática en el grupo experimental y determinaron criterios de aplicación efectiva de recursos digitales en los procesos de aprendizaje del idioma inglés.

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How does pragmatic competence develop in bilinguals?

Cited by 45 publications

References 30 publications

Exploring Subjectivity in Verbal Reports of Iranian EFL Learners in Institutional Discourse

Exploring Subjectivity in Verbal Reports of Iranian EFL Learners in Institutional Discourse

Does Grammatical Accuracy Affect Request Strategy Use?

Estudio Sobre el Uso de Recursos Digitales Educativos para el Desarrollo de la Competencia Pragmática en Inglés

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