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Chapter 7. Working memory and task difficulty as factors of L2 pragmatics

  • Shuai Li
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L2 Pragmatics in Action
This chapter is in the book L2 Pragmatics in Action

Abstract

This study explored the effects of working memory capacity and task difficulty on pragmatic performance in Chinese as a second language (L2). Fifty American learners of Chinese completed a pragmatic listening judgment test (LJT), an oral discourse completion test (ODCT), and a working memory test. The LJT and the ODCT involved two scenario types with different levels of task difficulty: a PDR-high (i.e. higher power, large distance and high imposition) condition, and a PDR-low (i.e. equal power, small distance and low imposition) condition. Results showed that task difficulty influenced pragmatic production but not pragmatic judgment. Working memory capacity correlated with ODCT appropriateness scores and LJT response times, but these correlation patterns were only found under the PDR-high condition rather than the PDR-low condition.

Abstract

This study explored the effects of working memory capacity and task difficulty on pragmatic performance in Chinese as a second language (L2). Fifty American learners of Chinese completed a pragmatic listening judgment test (LJT), an oral discourse completion test (ODCT), and a working memory test. The LJT and the ODCT involved two scenario types with different levels of task difficulty: a PDR-high (i.e. higher power, large distance and high imposition) condition, and a PDR-low (i.e. equal power, small distance and low imposition) condition. Results showed that task difficulty influenced pragmatic production but not pragmatic judgment. Working memory capacity correlated with ODCT appropriateness scores and LJT response times, but these correlation patterns were only found under the PDR-high condition rather than the PDR-low condition.

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.58.07lis

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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