Second-language Proficiency and Exposure to Work Environments—Their Impact on Pragmalinguistic Knowledge of Implicature

Abstract

To determine whether second language (L2) proficiency and exposure to work environments influence language learners’ pragmalinguistic knowledge of implicatures, I surveyed 76 native and non-native participants in Australia. Thirty non-native respondents were from working contexts and 31 from tertiary education institutes, and 15 native speakers were drawn from a university context. Analysis revealed no working context effect on understanding of implicature items but substantial L2 proficiency effect, and some length of residence effect on pragmatic knowledge of implicature. I concluded that formulaic implicature is more difficult to understand than idiosyncratic implicature in which the conversation’s principles are violated. This study has potential implications for policy making in the areas of Australian language, curriculum development, pedagogical approaches, and English teacher professional development and standardisations.