Pragmatic Competence Research Articles

An Analysis of Grammatical Errors in Students' English Compositions

Grammatical errors are common in students' writing and, to some extent, hinder effective communication. Understanding the nature and frequency of these errors can help teachers and students improve their writing skills. As the last of the five skills, English writing can best reflect the comprehensive ability of English learners, while writing teaching has always been a weak link in English teaching. This paper mainly analyzes the grammatical errors in students' English compositions, identifies and analyzes common grammatical errors in students' English compositions through relevant methods such as literature analysis, and proposes relevant countermeasures and suggestions for the current situation of students' English writing learning and teaching based on these found problems. To improve students' pragmatic competence in English and teachers' attention to pragmatic knowledge competence.

The Influence of Social Media on Improving the Pragmatic Skills of EFL Saudi University Students

Social media platforms can be a gateway through which English as a foreign language (EFL) students gain access to the world of the target language, communicate with native speakers, and learn more about their culture. Against this background, the present study aims to investigate whether EFL students’ use of social media has impacted the development of their pragmatic competence and conversational skills. Sixty Saudi EFL students, aged 17 or older, studying in the English Language and Translation Department at the Saudi Electronic University participated in the study. Data were collected through an online questionnaire that assessed the participants’ perceptions of using social media networks to practice their English conversation skills. The results showed that social media use had a positive impact on the students’ pragmatic and conversational skills. Specifically, a significant proportion of the participants reported an awareness of conversational and pragmatic improvements resulting from social media use that may not be available in traditional classroom settings. These findings suggest that technology-assisted language learning, particularly learning using social media, should be incorporated into language instruction to improve EFL students’ pragmatic and conversational knowledge. In this regard, social media networks are especially valuable in providing authentic and meaningful language and interaction opportunities. Future research could examine other forms of technology-assisted language learning beyond social media and employ a mixed-methods approach to gain a more comprehensive understanding of the impact of mobile-assisted language learning (MALL) on EFL learners’ pragmatic and conversational proficiency.

Assessment of Interactional Competence in L2 German: Integrating an innovative rubric to help language teachers effectively evaluate pragmatics

Research on the development of second language (L2) interactional competence (IC) has shown that IC is vital for L2 speakers' participation in the social world of the L2 and thus an important aspect of pragmatic competence. To date, however, there is little work on the education of future language teachers in the assessment of their learners' IC. More specifically, there is no research on language teachers' experiences using a rubric that focuses on specific interactional sequential features. We address this gap by presenting a study on training L2 German instructors to assess German response tokens — e.g., achso or echt. Building on a prior study on L2 German students' use of response tokens, this paper presents a study on devising a new, specific IC rubric on response tokens. By having L2 instructors use this new IC rubric, we show the advantages and disadvantages of the rubric concentrated around response tokens. Moreover, by collecting L2 instructors’ feedback via survey data on their experience, opinions, and concerns, we illustrate the importance of integrating response tokens into rubrics. We conclude the paper by considering pedagogical implications for language teacher education. The findings show that language instructors need input on the interactional function of response tokens and that instructors view assessing L2 interaction using a sequentially focused rubric as generally positive.

Political language gaffes and the importance of Hearer’s meaning

Abstract Drawing on Hansen and Terkourafi’s (2023) model of Hearer’s meaning, the paper discusses cognitive mechanisms through which hearers interpret political language gaffes (e.g. former U.S. President Trump’s “Despite the constant negative press covfefe”). The paper approaches political language gaffes as dependent on a high degree of blending between textual-and-discursive frames and social-world frames. The dataset analysis demonstrates how a Hearer’s difficulty in interpreting a gaffe-y utterance can shift Hearer’s focus (a) from one frame element (e.g. speaker, hearer, effect of utterance on hearer) to another, and (b) from a discursive frame to a social-world frame. The paper demonstrates how, while looking to pinpoint the contextual relevance of an utterance, a Hearer can simultaneously shift focus and vary the scope of cognitive structures from which Hearer can derive meaning. The paper also suggests how analyses of political language gaffes can contribute to research on sociopragmatic topics such as Speaker’s accountability, pragmatic competence, pragmatic failure, non-propositional effects, etc.

Pragmatic Competence in Second Language Learners

Purpose: The general objective of the study was to analyze pragmatic competence in second language learners. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to pragmatic competence in second language learners. Preliminary empirical review revealed that pragmatic competence is crucial for effective communication in a second language, often lacking in learners despite their grammatical proficiency. Explicit instruction in pragmatic norms and strategies significantly improved learners' communication abilities. Cultural immersion and authentic language use were found essential for developing practical pragmatic skills. The study also highlighted the importance of considering individual differences, such as motivation and language aptitude, to tailor instruction and enhance pragmatic training effectively. Unique Contribution to Theory, Practice and Policy: The Speech Act Theory, Politeness Theory and Socio-Cultural Theory may be used to anchor future studies on pragmatic competence in second language learners. The study highlighted the need for a broader theoretical understanding that integrates sociolinguistics and cognitive sciences, recommended incorporating pragmatic skills into language curricula through authentic dialogues and interactive activities, and advocated for policies that prioritize pragmatic competence in language proficiency standards and assessments. It emphasized the importance of cross-cultural awareness and recommended collaborative efforts among educators, researchers, and policymakers to develop comprehensive frameworks. The study also suggested ongoing research to monitor the effectiveness of these changes and adapt educational practices accordingly.

The methodological model for the formation of future English teachers' pragmatic competence based on Web 2.0 technologies

In the article pragmatic competence as a subcompetence within the framework of foreign language communicative competence was considered, which is the speaker's ability and willingness to reproduce pragmatically literate statements, as well as interpret the pragmatic intention of another speaker. Ignorance of pragmatic structures and principles can lead to misunderstandings in extreme cases. For future teachers and teachers of a foreign language, mastering pragmatic competence is important to transfer knowledge properly about the discipline being taught. The principle of interactivity is one of the most important in the formation of foreign language pragmatic competence, and also acts as the main didactic property of Web 2.0 technologies, which contributed to the choice of these tools in this study. The results of fundamental research conducted in the countries of the far and near abroad on the formation of pragmatic competence for the development of a model for the formation of future English teachers’ foreign language pragmatic competence were analyzed. Thus, the authors propose their own model of learning aimed at the formation of students' pragmatic competence based on Web 2.0 technologies, which includes five interrelated component blocks: prerequisites, a block of target definition, a theoretical block, a functional block of technology, an evaluative and effective block. Only the integration of all these components of the model will contribute to achieving its goal. The use of this model during the research experiment significantly improved the professional training of future English teachers and the formation of a high level of foreign language pragmatic competence

A Comparative Study of Speech Acts in EFL Textbook Life Today and Train of Thoughts For Student Grade XII of Curriculum Merdeka

Since it turns out the textbook's value as the primary focus of the curriculum, particularly in EFL environments cannot be understated. According to recent studies, even the most-latest textbooks provide insufficient amounts of pragmatic material to help learners enhance their pragmatic competence. Much more research regarding the extent and level of speaking acts must be conducted before future textbooks, specifically for EFL purposes. They are must able to deliver reliable and suitable examples of pragmatic information. Train for Thoughts and Life Today EFL Textbook are not yet comparable. To establish which of the two has more varieties of speech act categories, as well as the percentage and content of each. The study analyzes dialogue speech acts in two Indonesian EFL textbooks created by Kemendikbud and based on the Merdeka Curriculum. In this study, the descriptive qualitative method is applied. To examine each chapter of the dialogue section, the researcher implemented a table of checklists from Searle's (1979) Speech-Act Classification. Then, multiply the total number of speech acts categorised in each chapter by the percentage of the EFL Textbook. The two results were then compared.

TWITTER MEMES FOR STUDENTS: AN INTERPRETATION AND THEIR PRAGMATICS ROLES

The internet has developed and is now widely used, particularly by social media users. Twitter might be considered one of the most well-known social media platforms, despite the fact that there are many other different types. Twitter has grown and expanded to serve people as a source of entertainment in addition to communication. Memes are frequently used by Twitter users to react to social events and to express their feelings. The present study looked into how memes on Twitter are interpreted and used practically. Fifteen data of memes were collected from @PictureFoIder. By using purposive sampling, the memes were purposefully chosen and documentation was used as a data collection method. The chosen memes in the study highlighted students' academic lives. The research revealed that people could express social events or problems ironically and sarcastically through memes. The finding could be employed as supplementary materials for English teacher to teach pragmatic competence.

Evaluating the effectiveness of a computerised dynamic assessment of L2 English email requests

Automated writing evaluation can be effective in providing support for L2 English learners. However, little research to date has investigated its use in the teaching of pragmatics in relation to L2 email writing, grounded in a sociocultural perspective on learning. We employ a quasi-experimental approach, investigating the effectiveness of a computerised dynamic assessment programme (C-DA) of L2 email writing, focusing on pragmatic development. The C-DA employs a developmentally sensitive approach, providing automated, immediate mediation to learners. The C-DA was administered twice – with a two-week delay between administrations – to a single group of 17 Japanese English L2 learner participants at a Japanese university; participants were 19–22 years of age with intermediate L2 proficiency levels. Text, identified pragmatic failure and mediation data were elicited from both administrations. Analysis of pragmatic failure frequency and explicitness of the mediation necessary for successful resolution of the identified pragmatic failure shows both frequency and explicitness decreasing not only within a round of administration, but also between rounds. Evidence of learner development was found across all types of pragmatic failure, including the requesting head act, email openings and closings. The study provides evidence to support a sociocultural approach to assessment and learning with regards to the pragmatics aspect of L2 email writing, in which mediation is sensitive to individual learners’ developmental needs. Further, findings support the use of a computerised approach to DA focusing on pragmatic competence, allowing for wider access to DA methodology among large learner group contexts.

Expressions of epistemic stance in computer-mediated L2 speaking assessment

Abstract Learner and L2 user corpora are increasingly valued in language testing and assessment as they can inform test design, revision, and validation. This paper illustrates the benefits of using an L2 corpus to explore patterns of epistemic stance marking in computer-mediated speaking tests with no live human interlocutor. Drawing on the British Council-Lancaster Aptis Corpus – comprising over 630,000 words of L2 speech – we explored the frequency of epistemic stance markers (adverbial, adjectival and verbal) across proficiency levels and speaking task types. The analysis revealed that epistemic stance was prevalent in test-taker discourse and that frequency was influenced by L2 proficiency and task type. The findings demonstrate that computer-mediated speaking tests can elicit expressions of epistemic stance in a comparable way to tests which involve human-human interaction. Implications are drawn for examiner training, test preparation, and an enriched understanding of the elements of pragmatic competence that can be elicited in computer-mediated speaking assessment.

A Corpus-based Study of Pragmatic Competence of English Preservice Teachers: Taking Error Types of Request Speech Act as an Example

A Corpus-based Study of Pragmatic Competence of English Preservice Teachers: Taking Error Types of Request Speech Act as an Example

The role of individual differences in second language pragmatics: A systematic review

AbstractThe current systematic review aims to understand the role of individual differences (IDs) in second language (L2) pragmatics and offer recommendations for further research in this domain. To achieve this, 86 empirical studies in L2 pragmatics published in SSCI (Social Science Citation Index) journals from 2000 to 2023 were systematically selected and coded for IDs, pragmatic features and modalities investigated, methodological orientation, and research findings. The significance of this review paper is the inclusion of both qualitative and quantitative findings and the identification of research trends in the last two decades. This inclusive approach allowed us to reveal the extent to which ID factors were studied within the classic research paradigm (i.e., the influence of IDs in isolation) and the socio‐dynamic research paradigm (i.e., the combined influence of IDs and context over time). Findings revealed that the IDs identified (L2 proficiency, identity, intercultural competence, language mindsets, willingness to communicate, motivation, and cognitive factors) exerted considerable influence on L2 pragmatic competence. Accounting for research gaps, trends in methodology, and findings in the area, we provide specific recommendations for future research to bring the study of L2 pragmatics in line with the ‘affective turn’ in second language acquisition.

Speech Act of Request :A Contrastive Study Between EFL And ESL Undergraduate Students

This study explored the English request strategies and modifiers used by Malaysian and Saudi undergraduates. It also investigated the influence of social power and social distance on their choice of those strategies. Fifty Malaysian ESL and fifty Saudi EFL undergraduates participated in it. A discourse completion task was used to collect the data. Blum-Kulka et al.'s (1989) taxonomy was used to analyse request strategies and Martinez-Flor and Uso-Juan’s (2006) taxonomy was used to analyse request modifiers. Data was collected and analyzed quantitatively. The findings revealed that pragmatic competence varied according to context. Malaysian students in an English as a second language environment used more Conventionally Indirect request strategies than Saudi students did in an English as a foreign language environment. Non-Conventionally Indirect strategies were not used by Malaysians and were employed least often by Saudis. Social status and social distance had no significant influence on their use of request strategies. The study concluded by providing implications for English teachers to foster pragmatic competence among undergraduate students.

DEVELOPMENT OF FUTURE FOREIGN LANGUAGE TEACHERS’ INTERCULTURAL COMMUNICATIVE COMPETENCE IN THE CONTEXT OF EDUCATION GLOBALIZATION

The article presents the research of the development of future foreign language teachers’ intercultural communicative competence in the context of education globalization. The aim of the article is to define the essence of intercultural communicative competence, its structure and components as well as to outline the peculiarities of its development in future foreign language teachers in the context of education globalization. The research methodology is based on the use of relevant scientific research tools, including analysis, synthesis, generalization, interpretation of empirical data and theoretical concepts present in the relevant scientific literature.Firstly, the essence of intercultural communicative competence was outlined, in contrast to intercultural and communicative competences, as well as the distinguishment between intercultural competence in a broad and a narrow sense was given. Secondly, such aspects of intercultural communicative competence (cognitive (including linguistic, sociocultural and discourse competence); affective (including psychological competence); behavioural (including communicative, strategic and pragmatic competence)) and components (linguo-cultural, socio-linguistic, socio-cultural, general cultural, pragmatic and thematic) were clarified and categorized. Thirdly, the characteristics of the development of intercultural communicative competence in future foreign language teachers in the context of education globalization (global thinking, tolerance and knowledge of foreign languages and awareness of diversity of cultures) were found out in the result of the research work.

Создание опросника прагматической компетентности детей 5-8 лет

<p>The work aims to test a new questionnaire for parents and educators to assess the pragmatic competence of children from 5 to 8 years old. Parents of 753 children and teachers of 903 children from preschool institutions took part in the testing, filling out the proposed questionnaire online. Subsequently, after the initial analysis, 674 parent questionnaires remained in the work, of which 287 questionnaires were from parents of five-year-old children (130 of them boys), 213 from parents of six-year-old children (108 boys), 131 from parents of seven-year-old children (60 boys) and 43 from parents of eight-year-old children (21 boys). And also 903 questionnaires of preschool teachers (at this stage we did not include a survey of school teachers): 487 children of 5 years old (214 boys), 409 children of 6 years old (206 boys) and 7 children of 7 years old (4 boys). Statistical analysis of the material included: 1) checking for normality of the distribution of answers; 2) analysis for consistency of the entire questionnaire, its scales and individual questions; 3) exploratory factor analysis; 4) confirmatory factor analysis; 5) identifying gender differences for each of the questions using the Mann-Whitney test. The study showed that the pragmatic competence of children includes: 1) understanding of the literal and figurative meaning of statements; 2) mastery of non-verbal means of communication; 3) communication skills: politeness, openness to communication, adequate response to the expectations of the interlocutor; 4) development of verbal creativity in various genres, including fantasy. The results of the analysis showed that girls’ pragmatic competence at the age of 5-8 years was better developed than boys, however, in general, in normatively developing children by the age of 5, the main aspects of pragmatic competence have already been developed, and in the future may deteriorate, but understanding the figurative meaning of statements continues to develop at school. This questionnaire requires some refinement and testing for test-retest and external validity.</p>

Code-switching in the speech of a balanced infant bilingual and early talker

This case study investigates codeswitching in infant bilingualism and may be of special interest due to the fact that its participant is an early talker and a balanced bilingual. Drawing on English/Greek child data, it studies the relationship between language competence and type of code-switching from a developmental perspective, and aims to contribute to a deeper understanding of code-switching in infant bilinguals. Code-switching was facilitated by an early onset of syntax and is interpreted as an outcome of the child’s growing grammatical and pragmatic competence, rather than of a lack of linguistic resources. The rich set of longitudinal data features situational, discourse-related and participant-related code-switching events, as well as rare contextualisation examples. Code-switching is observed to be a strategy to attain specific communicative goals, such as disambiguation, clarification, disagreement etc., and is constrained by the grammar of English and Greek and the principles of discourse and language use.

Pragmatic strategies in teaching the Romanian language to international students

The following paper examines effective language-teaching strategies for international students learning Romanian amidst the increasing globalization. Addressing challenges faced by diverse learners, the study employs a methodology encompassing literature review, classroom observations, and interviews with experienced instructors. Emphasizing the importance of pragmatic elements in language instruction, the research explores the integration of technology, cultural immersion, and real-world applications to enhance pragmatic competence. Grounded in sociolinguistic theories, the article underscores the role of pragmatic competence in effective communication. Beyond linguistic structures, language instructors are urged to incorporate nuanced elements reflecting Romanian culture. Pedagogical strategies tailored to international students include task-based activities, role-playing, and language immersion. Assessment involves qualitative analysis of student performance, feedback, and proficiency assessments. The article also delves into the role of technology, discussing the integration of virtual reality, online platforms, and multimedia resources for immersive learning. The study concludes with implications for educators, curriculum developers, and policymakers, advocating for culturally sensitive language curricula. Overall, it contributes to the discourse on language education by emphasizing the interconnectedness of language and culture, promoting pedagogical approaches that foster cross-cultural communication.

Unraveling Conversational Implicatures: A Study on Arabic EFL Learners

Abstract The present research aimed to evaluate the comprehension level of conversational implicature among a group of 30 senior Native Arabic-speaking students enrolled in the BA program of English Language and Literature at a UAE university. The participants’ comprehension of implicatures was assessed by providing them with 20 excerpts from the American sitcom Seinfeld (https://www.seinfeldscripts.com/seinfeld-scripts.html). The participants were asked to select the implied meaning of one underlined utterance as it occurred in context. The findings of the study indicate that Arab English as a Foreign Language learners have a slightly below-average proficiency in comprehending implicatures produced by native English speakers, which can be attributed to their lower level of proficiency, lack of pragmatic competence, and their lack of information about the American culture. The most challenging types of implicatures to grasp were those flouting the maxim of manner (35.34%), while the easiest types to interpret were those flouting the maxim of quantity.

The Representation of Pragmatic Knowledge in Moroccan High School English Language Teaching (ELT) Textbooks

Studies in the domain of English language teaching reveal a significant disparity between pragmatic findings and the approaches employed in English language instruction (Ishihara & Cohen, 2010). Investigations into the effectiveness of textbooks for teaching communicative skills, mirroring real-life conversations, show that English Language Teaching (ELT) textbooks often lack clear and thorough explanations of English conversational dynamics (Berry, 2000; Burns, 1998; Cane, 1998; Grant & Starks, 2001). According to the available literature on EFL/ESL textbooks, speech acts, and other pragmatic elements are largely neglected in both quality and quantity (e.g., Vellenga, 2004; Salazar Campillo, 2007; Neddar, 2010). Therefore, this study examines how textbooks cultivate pragmatic competence and evaluates the pragmatic content in EFL textbooks used in Moroccan high schools from 2006-2007. It aims to assess the depth and quality of pragmatic information covered in these textbooks. In addition to concentrating on metapragmatic details, the study discusses register, illocutionary force, politeness, appropriateness, and usage, as well as how textbook authors present speech acts. However, the study findings reveal that the selected textbooks provide insufficient pragmatic information. This underscores the necessity of supplementing EFL textbooks with more authentic materials and ample meta-pragmatic information. It is also essential to consider pragmatics during the textbook design process and enhance teachers' abilities to incorporate them into their classrooms.

Evaluating Iranian L2 Teachers’ Assessment Literacy for L2 Pragmatics by Applying the CEFR’s Pragmatic Competence Model: Possible Sociocultural-Informed Solutions

Nearly all multidimensional models of communication competence have pragmatic competence at their core. Proper assessment of second language (L2) pragmatics makes many demands on L2 teachers, both in terms of understanding the construct and in language test development. Therefore, being assessment literate helps teachers in developing effective tests geared toward educational outcomes. Despite the importance of assessment literacy (AL) for pragmatics, the field is still under-researched. Mindful of this fact and the significance of pragmatics in L2 learning and assessment, this study adopted the Common European Framework of Reference (CEFR) model of pragmatic competence to examine Iranian L2 teachers’ AL for L2 pragmatics and linked the results to the Sociocultural Theory (SCT) for formulating theoryinformed answers to the problems in the teachers’ assessment of L2 pragmatics. Group interviews were run with 67 participants and then qualitative and quantitative content analyses were performed. The paper discusses the identified problems in the assessment of L2 pragmatics and offers recommendations for raising L2 teachers’ AL for L2 pragmatics.