Learner investment, identity, and resistance to second language pragmatic norms

Kim, Hye Yeong

doi:10.1016/j.system.2014.05.002

Cited by 35 publications

(30 citation statements)

References 15 publications

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“…"The act of giving compliments did not create much tension for learners in terms of pragmatic choice; however, learners did show tension when responding to compliments" (Yeong Kim, p.96). Albeit, the same finding contradicts the findings of Yeong Kim (2014) in that his findings showed age differences, that is, the response types to compliments differed depending on the ESL learner's age; younger learners often used 'thank you' alone and the older learners (older than 30) included humble expressions like 'you will do much better than me' after 'thank you' more often than did younger learners, whereas finding of the recent study shows the same frequency of using expressions of modesty preceded by thank you in the both age groups.…”

Section: A Cr Patterns Commonly Used By All Advanced Efl Learnerscontrasting

confidence: 65%

“…And additional expressions like 'it's kind of you', 'I've worked on it very hard', and 'it was not as good as yours' used right after saying 'thank you' can indicate that EFL learners feel tension in terms of pragmatic choice while responding to compliments. Comparing this to the findings of Yeong Kim (2014) in an ESL setting in Korea, one can conclude that both EFL and ESL learners feel tension in responding to compliments. "The act of giving compliments did not create much tension for learners in terms of pragmatic choice; however, learners did show tension when responding to compliments" (Yeong Kim, p.96).…”

Section: A Cr Patterns Commonly Used By All Advanced Efl Learnerssupporting

confidence: 53%

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The Investigation of Compliment Response Patterns across Gender and Age among Advanced EFL Learners

Khaneshan

Bonyadi

2016

JLTR

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Abstract-Compliment responses (CRs) as manifestations of social-cultural standards and politeness varieties of a certain speech community are prevalent types of speech acts which are vulnerable to be misunderstood and therefore cause communication breakdown. Having this in mind, the recent study aimed at investigating compliment response strategies of Iranian advanced EFL learners across gender and age. The data were collected through application of a Discourse Completion Task (DCT), borrowed from Chen and Yang (2010), with four situational settings (appearance, clothing, ability, and possession) to 50 male and 50 female advanced EFL learners of an English institute in Iran. Based on qualitative data analysis, no difference was shown between the CR strategies employed by male and female participants in terms of frequency. Likewise, it was revealed that the frequency of CR strategies used by teenage and adult groups was very close. However, scrutinizing the emerging themes, besides similarities between the given groups, some subtle differences in the terminology of the employed strategies were detected.

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Section: A Cr Patterns Commonly Used By All Advanced Efl Learnerscontrasting

confidence: 65%

Section: A Cr Patterns Commonly Used By All Advanced Efl Learnerssupporting

confidence: 53%

The Investigation of Compliment Response Patterns across Gender and Age among Advanced EFL Learners

Khaneshan

Bonyadi

2016

JLTR

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“…One possible reason is that L2 learners may need more time to realize differences between L1 and L2 sociopragmatic norms and make their decisions to conform to or resist the target norms. L2 learners may consciously choose to diverge from the target norms because they may want to maintain their foreign identity (e.g., Davis, 2007;Kim, 2014) or because the target norms do not match their perceived self-image as a second language speaker (e.g., LoCastro, 2001LoCastro, , 2012.…”

Section: Summary Of Findings and Discussionmentioning

confidence: 99%

Proficiency effect on L2 pragmatic competence

Xiao

2015

SSLLT

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This paper synthesizes cross-sectional studies of the effect of proficiency on second language (L2) pragmatics to answer the synthesis question: Does proficiency affect adult learners' pragmatic competence? Findings have revealed an overall positive proficiency effect on pragmatic competence, and in most cases higher proficiency learners have higher pragmatic competence. However, increased proficiency does not guarantee a native-like pragmatic performance because proficiency effect varies depending on the nature of target pragmatic features such as types of speech acts (degrees of directness and conventionality) (e.g., Cook & Liddicoat, 2002;Félix-Brasdefer, 2007), modalities of pragmatic performance (comprehension and production) (e.g., Bradovi-

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“…However, identity enactment in the L2 is often complicated by issues of race, ethnicity, and “non‐native” speaker status (Ricento, 2005). Furthermore, conflicts may arise between identities, practices, ideologies, and discourses associated with the L1 and L2 (Kim, 2014; Siegal, 1995). How learners exercise their agency to negotiate all of these competing concerns to construct their identities is a dynamic and ongoing process, the outcome of which may vary from one interactional moment to the next (Kayi‐Aydar, 2015; McKay & Wong, 1996; Quan, 2019; Yi, 2013).…”

Section: Introductionmentioning

confidence: 99%

A tale of two language ideologies: Discursive co‐construction of L2 learner identity in Japanese CMC interactions

Maa

Burns

2021

Foreign Language Annals

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This study investigates the relationship between learner perception, ideology, discourse, and identity in computer‐mediated communication (CMC) interactions between an advanced L2 Japanese learner and native Japanese speakers. Study findings show that, despite an invested identity as a proficient user of Japanese, the learner struggled to enact this identity in the face of two divergent language ideologies: one that promoted Japanese native speaker discourse as the goal of L2 learning and use, and one that promoted a particular Western “foreigner” discourse for non‐native speakers of Japanese. Furthermore, a third discourse—that of the CMC platform—also affected her discursive practices, both in terms of interaction and performance of multiple identities. These results reveal the complex, sometimes problematic, nature of CMC for L2 learning and use, while offering a unique perspective into the issue of the native speaker standard in Second Language Acquisition (SLA), particularly as it pertains to advanced learners.

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Learner investment, identity, and resistance to second language pragmatic norms

Cited by 35 publications

References 15 publications

The Investigation of Compliment Response Patterns across Gender and Age among Advanced EFL Learners

The Investigation of Compliment Response Patterns across Gender and Age among Advanced EFL Learners

Proficiency effect on L2 pragmatic competence

A tale of two language ideologies: Discursive co‐construction of L2 learner identity in Japanese CMC interactions

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