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Chapter 6. Proficiency effects on L2 pragmatics

  • Carsten Roever , Natsuko Shintani , Yan Zhu and Rod Ellis
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L2 Pragmatics in Action
This chapter is in the book L2 Pragmatics in Action

Abstract

Proficiency is a widely used concept in second language (L2) pragmatics where it is commonly viewed as lexico-grammatical knowledge, and can be measured by means of standardised or researcher-designed tests, or estimated on the basis of levels in a language program. It is a common grouping variable in research studies, allowing researchers to compare the pragmatic or interactional abilities of learners at different proficiency levels, and such studies have overwhelmingly found a strong contribution of proficiency to L2 pragmatics. However, this contribution varies depending on the area of pragmatics investigated, and the degree of overlap depends strongly on the measurement instruments for both proficiency and pragmatics. We illustrate this through a study on the effect of proficiency on implicit and explicit pragmatic knowledge.

Abstract

Proficiency is a widely used concept in second language (L2) pragmatics where it is commonly viewed as lexico-grammatical knowledge, and can be measured by means of standardised or researcher-designed tests, or estimated on the basis of levels in a language program. It is a common grouping variable in research studies, allowing researchers to compare the pragmatic or interactional abilities of learners at different proficiency levels, and such studies have overwhelmingly found a strong contribution of proficiency to L2 pragmatics. However, this contribution varies depending on the area of pragmatics investigated, and the degree of overlap depends strongly on the measurement instruments for both proficiency and pragmatics. We illustrate this through a study on the effect of proficiency on implicit and explicit pragmatic knowledge.

Chapters in this book

  1. Prelim pages i
  2. Dedication v
  3. Table of contents vii
  4. Acknowledgements ix
  5. List of contributors xi
  6. Foreword xvii
  7. Introduction
  8. Chapter 1. L2 pragmatics in action 3
  9. Part I. Teachers
  10. Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module 31
  11. Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics 63
  12. Chapter 4. Teachers’ identity and agency in L2 pragmatics 89
  13. Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics 113
  14. Part II. Learners
  15. Chapter 6. Proficiency effects on L2 pragmatics 145
  16. Chapter 7. Working memory and task difficulty as factors of L2 pragmatics 169
  17. Chapter 8. Task motivation effects on L2 pragmatics 191
  18. Chapter 9. Language attitude effects on L2 pragmatics 215
  19. Part III. Teaching-learning in action
  20. Chapter 10. Skill acquisition based approach to teaching L2 pragmatics 243
  21. Chapter 11. Usage-based approach to teaching L2 pragmatics 267
  22. Chapter 12. A concept-based approach to teaching L2 pragmatics 293
  23. Chapter 13. A task-supported language approach to teaching L2 pragmatics 319
  24. Index 341
https://doi.org/10.1075/lllt.58.06roe

Chapters in this book

  1. Prelim pages i
  2. Dedication v
  3. Table of contents vii
  4. Acknowledgements ix
  5. List of contributors xi
  6. Foreword xvii
  7. Introduction
  8. Chapter 1. L2 pragmatics in action 3
  9. Part I. Teachers
  10. Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module 31
  11. Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics 63
  12. Chapter 4. Teachers’ identity and agency in L2 pragmatics 89
  13. Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics 113
  14. Part II. Learners
  15. Chapter 6. Proficiency effects on L2 pragmatics 145
  16. Chapter 7. Working memory and task difficulty as factors of L2 pragmatics 169
  17. Chapter 8. Task motivation effects on L2 pragmatics 191
  18. Chapter 9. Language attitude effects on L2 pragmatics 215
  19. Part III. Teaching-learning in action
  20. Chapter 10. Skill acquisition based approach to teaching L2 pragmatics 243
  21. Chapter 11. Usage-based approach to teaching L2 pragmatics 267
  22. Chapter 12. A concept-based approach to teaching L2 pragmatics 293
  23. Chapter 13. A task-supported language approach to teaching L2 pragmatics 319
  24. Index 341
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