Metapsychological awareness of comprehension and epistemic vigilance of L2 communication in interlanguage pragmatic development

Cruz, Manuel Padilla

doi:10.1016/j.pragma.2013.09.005

Cited by 18 publications

(7 citation statements)

References 75 publications

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“…Among the 'no learning' responses, three show similar causes as the ones identified in Sample 1 responses, that is the participants' misuse of the speaker's face to consolidate a wrong interpretation, and the noticing of the speaker's face or head shake without using it to challenge their initial interpretation. The other two 'no learning' responses seem to confirm the pragmatic problems identified as typical of L2 learners by Padilla Cruz (2013), such as overreliance on the conceptual meaning of 'was' as a positive answer and the difficulty or reluctance to challenge L1established rules. The past tense 'was' shows to have also contributed to half of the improved responses (20%), which again shows the participants' tendency to rely on the linguistic over the paralinguistic.…”

Section: Results Analysismentioning

confidence: 54%

“…overreliance on linguistic input. Evidence of naïve optimism was also found; in other words, evidence of the participants believing one interpretation that yields some cognitive reward at a low cost (SPERBER 1994, PADILLA CRUZ 2013. For example, participants (8) and 14noticed the visual input but have not used it in the interpretation:…”

Section: /17mentioning

confidence: 99%

“…The present paper focuses on the development of pragmatic competence in Chinese L2 hearers, which is specifically related to the development of their L2 epistemic vigilance (SPERBER et al, 2010;PADILLA CRUZ, 2013IFANTIDOU, 2016). As Padilla Cruz (2013, p. 121) states, overreliance on linguistic input (i.e.…”

Section: Introductionmentioning

confidence: 99%

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Prosodic Pointing in inferential comprehension: the application of Relevance Theory to L2 listening instruction

Madella

Romero-Trillo

2019

Letronica

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The interface between pragmatics and prosody has been shown to be significant in intercultural communication (RIESCO BERNIER; ROMERO-TRILLO, 2008; ROMERO-TRILLO, 2002, 2012, 2015, 2019). In this paper, we re-evaluate the pragmatics-prosody interface on the grounds that prosody is seldom interpreted independently from accompanying gesture, facial modification and head movement. To enhance L2 hearers’ pragmatic competence, or what we define as attentional and inferential abilities, we introduce prosodic pointing as an ostensive phenomenon inclusive of both vocal and visual paralinguistic features used synchronously to communicate and interpret one’s intentions. We believe that the way relevance mechanisms (SPERBER; WILSON, 1986; WHARTON, 2014) focus the hearer on the speaker’s ostensive nonverbal behaviours, for him to use them as cues to speaker meaning, can be exploited in L2 listening instruction that aims to develop epistemic vigilance (SPERBER 1994; PADILLA CRUZ, 2013) and pragmatic competence in Chinese hearers of L2 English. In English, you can show disagreement by saying ‘Yes, he \was’. In Chinese, however, ‘yes’ always means agreement. Chinese speakers typically disagree by saying ‘No, he was’, thus potentially causing misunderstanding. We investigate how introducing prosodic pointing to Chinese L2 learners can help in fine-tuning their epistemic vigilance in L2 English through an intervention study involving input and immediate recall sessions. The results show (i) evidence of Chinese interpreters of L2 English fine-tuning their epistemic vigilance and, as result, the important role of prosodic pointing in enhancing their pragmatic competence, and (ii) the need for further relevance-based L2 instructional studies focused on enhancing inferential and interpretive competence in hearers of L2 English.***Apontamento prosódico na compreensão inferencial: a aplicação da Teoria da Relevância à instrução auditiva L2***A interface entre pragmática e prosódia tem se mostrado significativa em comunicação intercultural (RIESCO BERNIER; ROMERO-TRILLO, 2008; ROMERO-TRILLO, 2002, 2012, 2015, 2019). Neste artigo, nós reavaliamos a interface pragmática-prosódica assumindo que a prosódia é raramente interpretada de maneira independente de gestos, modificações faciais e movimentos de cabeça. A fim de aprimorar a competência pragmática do ouvinte em L2, ou o que definimos como habilidades inferencial e de atenção, introduzimos o conceito de indicação gestual-prosódica (prosodic pointing) como uma ferramenta baseada na relevância que inclui características tanto segmentais como paralinguísticas, usadas sincronizadamente para comunicar a intenção do falante. Acreditamos que a maneira como mecanismos de relevância (SPERBER; WILSON, 1986, WHARTON, 2014) fazem o ouvinte focar em comportamentos ostensivos não verbais - a fim de que ele as use como pistas para o significado do falante - pode informar instruções de compreensão oral em L2 que busquem desenvolver a competência pragmática e a vigilância epistêmica (PADILLA CRUZ, 2013) em falantes chineses de inglês como L2. Em inglês, você pode mostrar discordância ao dizer ‘sim, ele \foi’. Em chinês, no entanto, ‘sim’ sempre significa concordância. Falantes chineses normalmente expressam discordância ao dizer ‘Não, ele foi’, o que potencialmente pode causar um mal-entendido. Nós investigamos como a introdução de ‘instruções prosódicas’ para chineses aprendizes de L2 pode aprimorar a competência pragmática e a vigilância epistêmica através de um estudo de intervenção com uma combinação de metodologias que envolvem testes de recepção, testes de compreensão oral e testes de recordação. Os estudos mostram (i) a necessidade de instruções que coloquem o aprendiz de L2 em um papel direto de ouvinte a fim de que sua atenção selecione as pistas ostensivas do falante e as use em seu processo deinterpretação e (ii) a importância de melhorar as instruções de compreensão inferencial partindo de estudos de L2 baseados na relevância.

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Section: Results Analysismentioning

confidence: 54%

Section: /17mentioning

confidence: 99%

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Prosodic Pointing in inferential comprehension: the application of Relevance Theory to L2 listening instruction

Madella

Romero-Trillo

2019

Letronica

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“…The participants emphasized that possessing only linguistic knowledge is not enough to master the target language; instead, they should improve their abilities to use the target language in various contexts with different people. The need for pragmatic skills to establish and maintain sound interactions is also referred to in relevant literature (Ishihara and Cohen, 2010;Padilla Cruz, 2013). Therefore, as the importance of pragmatic competence is realized, most of the participants expressed that pragmatics should be an integral part of foreign language education.…”

Section: Discussionmentioning

confidence: 97%

Üniversite Düzeyinde Akademisyen ve Öğrencilerin Bakış Açısıyla Edimbilimsel Yetenek ve Öğretiminin Değerlendirilmesi

Tulgar

Yağız

Han

2017

Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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This study was designed with an aim to understand the perceptions and attitudes of faculty members and students in six EFL departments in Turkey regarding the value of pragmatic competence and its teaching in foreign language education. The data were collected through six open-ended questions for which both faculty members and student participants were required to provide written answers. For the analysis of the data, content analysis was adopted to reach detailed results and conclusions. The results revealed that the participants considered pragmatic competence as essential and they favoured its integration in foreign language education. They underlined the contributory nature of pragmatic instruction as it helps learners communicate effectively and successfully. Besides their positive ideas about pragmatic competence and its teaching, the participants counted some basic problems that hinder pragmatic development like the existing education system and other factors that it negatively influences. Based on the results, some pedagogical implications are suggested for the betterment of pragmatic development.

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“…In contrast, the works addressing L2 comprehension are less numerous, although not for this reason are they less illuminating or helpful. Some noteworthy examples are the studies on the effects of discourse markers on learners' understanding (CHAUDRON, RICHARDS, 1986), the problems that they have in deducing implicit contents (TAGUCHI, 2009(TAGUCHI, , 2013 or in coping with idioms (COOPER, 2012), their perceptions of speech-act behaviour (WOODFIELD, 2012) or pragmatic violations (BARDOVI-HARLIG, DÖRNYEI, 2012), and their epistemic vigilance abilities (PADILLA CRUZ, 2013;IFANTIDOU, 2014).…”

mentioning

confidence: 99%

Interlanguage pragmatics and instructional pragmatics: Two vibrant and illuminating research fields

2019

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Metapsychological awareness of comprehension and epistemic vigilance of L2 communication in interlanguage pragmatic development

Cited by 18 publications

References 75 publications

Prosodic Pointing in inferential comprehension: the application of Relevance Theory to L2 listening instruction

Prosodic Pointing in inferential comprehension: the application of Relevance Theory to L2 listening instruction

Üniversite Düzeyinde Akademisyen ve Öğrencilerin Bakış Açısıyla Edimbilimsel Yetenek ve Öğretiminin Değerlendirilmesi

Interlanguage pragmatics and instructional pragmatics: Two vibrant and illuminating research fields

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