Abstract
Research on teaching the use of pragmatic markers to L2 learners is a relatively new area and many aspects are still not addressed. It was assumed that negative pragmatic transfer, the limited linguistic input in the course-books that EFL learners are exposed to, and the negative influence of formal instruction were possible driving factors that might cause Chinese EFL learners' problems in using pragmatic markers. Based on the previous research findings, three aspects that might facilitate Chinese EFL learners' acquisition of pragmatic markers were discussed, i.e. noticing of pragmatic markers, instruction on pragmatic markers, and processing of pragmatic markers. Furthermore, teaching practices are also proposed to help teachers teach more effectively the use of pragmatic markers in real conversation.
Highlights
Numerous studies have been done to specify the meanings, functions or classifications of pragmatic markers, no universal agreement has been reached on several issues concerning pragmatic markers
He proposes that pragmatic markers help readers/hearers “see” the communicative aspects that go beyond the propositional meaning of an utterance
As for the limited use of pragmatic markers and narrow range of pragmatic functions by Chinese EFL learners, we assume that two factors may contribute to the poor use: the limited linguistic input in the course-books that EFL learners are exposed to and the negative influence of formal instruction
Summary
Numerous studies have been done to specify the meanings, functions or classifications of pragmatic markers, no universal agreement has been reached on several issues concerning pragmatic markers. Ran [26] focuses on the pragmatic marker you know and claims that it is found not to contribute to the propositional content of the utterances to which it is attached; rather it is used as an adaptive device helping to manage and maintain the on-going interaction in verbal communication In context, it serves as a meta-knowledge indicator and its function of calling attention leads to the increase of shared knowledge between the participants. Their research has showed that pragmatic markers work as a linguistic structure that does not exert any effect on the truth-value of the utterance, but expresses attitudinal and procedural meanings They reflect the adaptation made by language users to contexts; they help language users construct discourse and perform different pragmatic functions to facilitate communication. She finds that a major difference between the natives and more fluent non-natives is the relative lack of variety in the latter group’s choice of pragmatic markers, which put them at a disadvantage in terms of creating the correct pragmatic effect
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