Interlocutors’ judgment of Lx conventional expressions: An exploratory study

Beaulieu, Suzie; Lundell, Fanny Forsberg; Bejarano, Javier

doi:10.1515/ip-2022-5003

Cited by 4 publications

(3 citation statements)

References 50 publications

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Section: 523mentioning

confidence: 93%

“…Nevertheless, Youn's claim is supported by other studies that investigate the influence of learners' grammar use on the interlocutor's perception of the effectiveness of the interaction (Beaulieu et al, 2022;van Compernolle, 2015). Beaulieu et al (2022) investigated French L1 interlocutors' judgments of learners' linguistic and pragmatic deviances in interaction. They found that French interlocutors tended to negatively judge the learners' personality based on the presence of grammatical errors rather than language use that diverges from pragmatic norms.…”

Section: 523mentioning

confidence: 93%

“…L2 interactional competence correlates with accurate and intelligible language use (Beaulieu et al, 2022;van Compernolle, 2015;Youn, 2023). Table 5.2 summarises the number of times learners mentioned pragmatic components in their ES.…”

Section: Pragmatic Knowledgementioning

confidence: 99%

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The Effect of Instructed Intercultural Pragmatics on the Metapragmatic Awareness and Interactional Competence of Tertiary Indonesian EAL Learners

Pramastiwi

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<p><strong>Intercultural communicative competence (ICC) is a widely recognised goal for learners of English as an additional language (EAL). An important aspect of ICC is understanding how communication is shaped by cultural expectations (i.e., metapragmatic awareness). However, in some teaching contexts, such as the university in which the current study was based, there is little focus on raising metapragmatic awareness beyond native-speaker norms. This approach may limit the opportunities available to learners to develop ICC. This situation led me to design a novel pedagogic intervention named instructed intercultural pragmatics (IIP), which draws from McConachy’s (2018) view of metapragmatic awareness and task-based language teaching. This approach aimed to foster the metapragmatic awareness and interactional competence of the Indonesian EAL learners in the study. The research was situated in an English conversation course at a private Indonesian university and was conducted in two phases. Phase 1, a situation analysis, examined the learners’ interactional needs and whether the existing instructional approach was congruent with these needs. The curriculum was analysed, and two program directors, four teachers, four learners, and three graduates were interviewed. Analysis of the syllabus, textbook materials, and teacher interviews showed an emphasis on learning pragmatic rules and memorising expressions from monolingual native-speaker discourse. In contrast, analysis of learner and graduate interviews showed their perceived need for pluricultural competence. These findings suggest that the instructional approach insufficiently addressed the learners’ interactional and intercultural needs. Drawing on these findings, Phase 2 investigated the impact of an IIP intervention on intercultural learning outcomes (metapragmatic awareness and interactional competence) using a quasi-experimental design. Three intact classes were assigned to one of three conditions: an IIP treatment emphasising reflexive metapragmatic discussion (n = 20), reflective metapragmatic discussion (n = 23), or a comparison group which followed the conventional teaching approach (n = 20). Data were triangulated from multiple sources: an appropriateness judgment questionnaire, exit slips, roleplays, and stimulated recalls. The questionnaire measured perceptions towards pragmatic utterances ranging in politeness and indirectness before and after the intervention. Results showed that the reflective group’s perceptions moved significantly closer to an English monolingual group, whereas no significant change was observed in the other groups. Results from the 190 exit slips, which gathered perceptions towards the lessons, showed that the reflexive and reflective groups made more frequent references to cultural aspects of the lessons when compared to the comparison group. Roleplays and stimulated recalls captured interactional competence before and after the intervention. A comparison of the pre- and post-data showed that the reflexive and reflective groups used a wider range of indirect conversation strategies after the intervention, while the comparison groups remained focused on following pragmatic rules. These findings cohere to suggest that an IIP intervention had a positive impact on learners’ metapragmatic awareness and interactional competence. Pedagogically, this study showed how a novel instructional intervention (IIP) was developed and implemented in two modes (reflexive and reflective). While the results showed positive learning outcomes for both reflexive and reflective modes, there were clear differences in the specific learning outcomes. The reflexive class became more aware of how culture informed their personal pragmatic practice, whereas the reflective class expanded their pragmatic repertoire. These findings provide guidance for teachers wishing to develop different aspects of intercultural communicative competence. Further, these results add to the growing empirical evidence supporting theoretical claims advocating for an intercultural stance in instruction on L2 pragmatics.</strong></p>

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Section: 523mentioning

confidence: 93%

Section: 523mentioning

confidence: 93%

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The Effect of Instructed Intercultural Pragmatics on the Metapragmatic Awareness and Interactional Competence of Tertiary Indonesian EAL Learners

Pramastiwi

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A new look at language choice and accommodation in U.S. Spanish-English bilingual service encounters

Fernández-Mallat

Zhang

Dearstyne

2023

Intercultural Pragmatics

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The study of service encounters in bilingual communities offers opportunities to gain insight into the factors that influence language choice and accommodation in these interactions and the ways that language may be used to build community. Previous work on bilingual service encounters has found that age, gender, speech turn, and customer ethnicity may all contribute to service providers’ choice of one language over another. This study reexamines language choice and accommodation in Spanish-English service encounters by observing the language use of 96 service providers in 35 Latino-owned restaurants of the Washington metropolitan area. Using data from service encounters between bilingual service providers and Latino and white customers, we explore the extent to which the factors identified in previous studies are relevant in this region. Additionally, we explore whether the increasingly polarized political climate in the United States has impacted language use. We argue that while customer ethnicity is the main deciding factor to start an interaction, service providers always accommodate to customer language subsequently. This demonstrates the importance of both language as a community builder – even in the face of social pressures that sanction the use of Spanish in public spaces – and the power differential that exists between workers and customers in determining language use.

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Exploiting language affordances in Chinese-mediated intercultural communication

Chen,

Zhu

2023

Intercultural Pragmatics

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In this study, we explore how language affordances are exploited in intercultural communication using the socio-cognitive approach. Based on previous discussions of language affordances, we divide the exploiting practices into three categories, namely, enabling a language affordance, constraining a language affordance, and presenting multiple language affordances. Data were collected from 16 roundtable discussions that took place over four seasons of a Chinese TV program. Each roundtable discussion involved four L1 Chinese speakers and eleven L2 Chinese speakers. The L2 speakers are multilingual, frequently speaking more than one language, including English. A quantitative analysis of the data reveals a collective pattern in the participants’ exploitation of language affordances, that is, they tend to activate more core common-ground knowledge than the knowledge of emergent common ground. In addition, they are inclined to construct multicultural common ground, which they actively align themselves with. Their awareness of communicative goals and self-identification as competent multilingual speakers also influence their choice of language affordances.

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Interlocutors’ judgment of Lx conventional expressions: An exploratory study

Cited by 4 publications

References 50 publications

The Effect of Instructed Intercultural Pragmatics on the Metapragmatic Awareness and Interactional Competence of Tertiary Indonesian EAL Learners

The Effect of Instructed Intercultural Pragmatics on the Metapragmatic Awareness and Interactional Competence of Tertiary Indonesian EAL Learners

A new look at language choice and accommodation in U.S. Spanish-English bilingual service encounters

Exploiting language affordances in Chinese-mediated intercultural communication

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