Startseite Allgemein Chapter 9. Language attitude effects on L2 pragmatics
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Chapter 9. Language attitude effects on L2 pragmatics

  • Ariadna Sánchez-Hernández
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L2 Pragmatics in Action
Ein Kapitel aus dem Buch L2 Pragmatics in Action

Abstract

This chapter explores the relationship between second language (L2) pragmatic competence and language attitude, an individual difference (ID) that has received scant attention in the field of Interlanguage Pragmatics. Additionally, it examines the role instruction may play in such a relationship, drawing from the idea that instruction in the foreign language context may guide students’ language attitudes and in turn enhance their L2 pragmatic skills. Seventy-three English as a Foreign Language students completed a questionnaire about attitude towards English as an International Language, and gave academic oral presentations that elicited the use of pragmatic markers. Moreover, a subset of 34 students received instruction on L2 pragmatics from an English as an International Language perspective. The results revealed an interplay among language attitude, instruction and L2 pragmatic competence which highlights the importance of focusing on students’ IDs to maximise their pragmatic learning.

Abstract

This chapter explores the relationship between second language (L2) pragmatic competence and language attitude, an individual difference (ID) that has received scant attention in the field of Interlanguage Pragmatics. Additionally, it examines the role instruction may play in such a relationship, drawing from the idea that instruction in the foreign language context may guide students’ language attitudes and in turn enhance their L2 pragmatic skills. Seventy-three English as a Foreign Language students completed a questionnaire about attitude towards English as an International Language, and gave academic oral presentations that elicited the use of pragmatic markers. Moreover, a subset of 34 students received instruction on L2 pragmatics from an English as an International Language perspective. The results revealed an interplay among language attitude, instruction and L2 pragmatic competence which highlights the importance of focusing on students’ IDs to maximise their pragmatic learning.

Kapitel in diesem Buch

  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.58.09sen

Kapitel in diesem Buch

  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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