Abstract
The aims of this paper are to review research literature on the role that the second language (L2) and foreign language (FL) environments actually play in the development of learners’ target language (TL) pragmatic ability, and also to speculate as to the extent to which individual factors can offset the advantages that learners may have by being in the L2 context while they are learning. The paper starts by defining pragmatics and by problematizing this definition. Then, attention is given to research literature dealing with the learning of pragmatics in an L2 context compared to an FL context. Next, studies on the role of pragmatic transfer are considered, with subsequent attention given to the literature on the incidence of pragmatic transfer in FL as opposed to L2 contexts. Finally, selected studies on the role of motivation in the development of pragmatic ability are examined. In the discussion section, a number of pedagogical suggestions are offered: the inclusion of pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native-speaker norms. Suggestions as to further research in the field are also offered.
Highlights
This article is intended to be a think piece regarding factors in the development of target language (TL) pragmatic ability with an eye to how nonnatives (NNSs) can best attain it
The discussion section provides pedagogical suggestions such as that of including pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native speaker (NS) norms
Second language pragmatic ability: Individual differences according to environment than proficiency, a rigorous analysis of research results suggests that individual factors—such as learner willingness to engage in positive pragmatic transfer from the L1 and strong motivation to learn the TL—can offset the handicap from being in an foreign language (FL) context
Summary
This article is intended to be a think piece regarding factors in the development of target language (TL) pragmatic ability with an eye to how nonnatives (NNSs) can best attain it. Some of the more seminal works involving language transfer and motivation as regards pragmatic development are cited in an effort to better understand the factors that determine pragmatic ability. Research on the transfer of pragmatic knowledge across languages and on motivation to improve pragmatic ability are addressed. The discussion section provides pedagogical suggestions such as that of including pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native speaker (NS) norms. Suggestions as to further research in the field are offered
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