This paper probes how to foster Chinese English learners＇ pragmalinguistic competence through classroom instruction, thus reducing the occurrence of pragmalinguistic failure and improving learners＇ communicative com...This paper probes how to foster Chinese English learners＇ pragmalinguistic competence through classroom instruction, thus reducing the occurrence of pragmalinguistic failure and improving learners＇ communicative competence.展开更多
This study aims to investigate the effect that studying abroad may have on pragmatic transfer in requests, refusals, and expressions of gratitude, produced by Japanese learners of English. Twentytwo Japanese college s...This study aims to investigate the effect that studying abroad may have on pragmatic transfer in requests, refusals, and expressions of gratitude, produced by Japanese learners of English. Twentytwo Japanese college students completed a multimedia elicitation task(MET) before and after studying in the US for one semester, together with twenty-two L1 English speakers and twenty L1 Japanese speakers as baseline data. The MET is a computer-based instrument for eliciting oral data.Unlike previous studies on pragmatic transfer, which often lack statistical evidence, this study includes statistical analysis. The analysis revealed that negative pragmatic transfer occurs within a limited range. The identified transfer includes pragmalinguistic transfer, whereby, assuming that their politeness levels are equal, learners directly translate L1 expressions into L2;and sociopragmatic transfer, whereby learners transfer L1 discourse patterns and functions. Resistance to L2 norms and increased fluency can be influencing factors. The results indicated that the effect of study-abroad is limited because most of the negative transfer which was identified before studying abroad remained after studying abroad. Thus, the necessity of explicit pragmatic instruction was proposed.展开更多
To acquire the real communicative competence for language learners calls for not only the linguistic knowledge but also the ability to use the language appropriately. But many empirical studies have manifested that Ch...To acquire the real communicative competence for language learners calls for not only the linguistic knowledge but also the ability to use the language appropriately. But many empirical studies have manifested that Chinese learners of English are quite fragile in pragmatic competence. Thus, the author mainly depicts in this paper the necessity of cultivating pragmatic competence and ways to enhance English learners＇ pragmatic competence by exploring into pragmalinguistic failure and sociopragmatic failure.展开更多
This paper reports a study on the pragmatic transfer in compliment responses by Chinese Learners of English. It has three aims： （1） to discover similarities and differences in compliment responses between the Ameri...This paper reports a study on the pragmatic transfer in compliment responses by Chinese Learners of English. It has three aims： （1） to discover similarities and differences in compliment responses between the American English speakers （AES） and Chinese Learners of English （CLE）; （2） to provide empirical evidence for or against existing theories of pragmatic transfer in compliment responses and （3） to reveal differences of social values between the two groups. The results of this study are compared with those of R. Chen who made a similar study in 1993. The changes in the past ten years are discussed at the end.展开更多
Chinese Learners' pragmatic failure can be divided into pragmalinguistic failure and sociopragmatic failure.Pragmalinguistic failure stems from inappropriate pragmalinguistic transfer and teaching-induced errors.S...Chinese Learners' pragmatic failure can be divided into pragmalinguistic failure and sociopragmatic failure.Pragmalinguistic failure stems from inappropriate pragmalinguistic transfer and teaching-induced errors.Sociopragmatic failure is mainly caused by cross-cultural differences in the assessment of such socio-cultural variables as size of imposition and social distance,and also by the deviation from rules of speaking.Inappropriate teaching materials are also an important cause of Chinese learners' sociopragmatic failure.展开更多
文摘This paper probes how to foster Chinese English learners＇ pragmalinguistic competence through classroom instruction, thus reducing the occurrence of pragmalinguistic failure and improving learners＇ communicative competence.
文摘This study aims to investigate the effect that studying abroad may have on pragmatic transfer in requests, refusals, and expressions of gratitude, produced by Japanese learners of English. Twentytwo Japanese college students completed a multimedia elicitation task(MET) before and after studying in the US for one semester, together with twenty-two L1 English speakers and twenty L1 Japanese speakers as baseline data. The MET is a computer-based instrument for eliciting oral data.Unlike previous studies on pragmatic transfer, which often lack statistical evidence, this study includes statistical analysis. The analysis revealed that negative pragmatic transfer occurs within a limited range. The identified transfer includes pragmalinguistic transfer, whereby, assuming that their politeness levels are equal, learners directly translate L1 expressions into L2;and sociopragmatic transfer, whereby learners transfer L1 discourse patterns and functions. Resistance to L2 norms and increased fluency can be influencing factors. The results indicated that the effect of study-abroad is limited because most of the negative transfer which was identified before studying abroad remained after studying abroad. Thus, the necessity of explicit pragmatic instruction was proposed.
文摘To acquire the real communicative competence for language learners calls for not only the linguistic knowledge but also the ability to use the language appropriately. But many empirical studies have manifested that Chinese learners of English are quite fragile in pragmatic competence. Thus, the author mainly depicts in this paper the necessity of cultivating pragmatic competence and ways to enhance English learners＇ pragmatic competence by exploring into pragmalinguistic failure and sociopragmatic failure.
文摘This paper reports a study on the pragmatic transfer in compliment responses by Chinese Learners of English. It has three aims： （1） to discover similarities and differences in compliment responses between the American English speakers （AES） and Chinese Learners of English （CLE）; （2） to provide empirical evidence for or against existing theories of pragmatic transfer in compliment responses and （3） to reveal differences of social values between the two groups. The results of this study are compared with those of R. Chen who made a similar study in 1993. The changes in the past ten years are discussed at the end.
文摘Chinese Learners' pragmatic failure can be divided into pragmalinguistic failure and sociopragmatic failure.Pragmalinguistic failure stems from inappropriate pragmalinguistic transfer and teaching-induced errors.Sociopragmatic failure is mainly caused by cross-cultural differences in the assessment of such socio-cultural variables as size of imposition and social distance,and also by the deviation from rules of speaking.Inappropriate teaching materials are also an important cause of Chinese learners' sociopragmatic failure.
