Pragmatic Knowledge Research Articles

Linguistic Acceptability

Abstract: This article is about linguistic acceptability, and in this article, linguistic acceptability is treated as a synonym of textual acceptability. This article has as fundamental objective to understand the factors that contribute to the establishment of linguistic acceptability, and to continue this study, the starting question was the following: What are the factors that contribute to the establishment of linguistic acceptability? Therefore, to answer this question, the line of bibliographical research was adopted as a methodology in order to understand the different perspectives linked to this theme in order to understand and comprehend the determining conditions that contribute to textual acceptability in a given communicative event. In this way, it is understood that this article can substantially contribute to raising awareness among potential speakers of a language about the essential criteria that guarantee textual acceptability, but also about its relevance in the language teaching and learning process. Thus, in view of the above, it is concluded that textual acceptability is characterized by the ability of the receiver to attribute a certain meaning to the linguistic sequences produced by his interlocutor, there are several criteria that must be mobilized, relevant for example for linguistic knowledge, sociolinguistic knowledge and pragmatic knowledge, that is, the learner of a given language must simultaneously master linguistic conventions and sociocultural conventions on the use of language within the speaking community

Analysis of politeness strategies in kῖmwῖmbῖ (E531) condolence messages

The purpose of this paper is to investigate the politeness strategies used by condolers in expressing condolence in Kῖmwῖmbῖ. Death is a natural part of human life. Regardless of its cause, it is usually very painful and therefore, losing a loved one causes deep feelings of loss and sorrow not only to the family of the deceased but also to friends and relatives. The main purpose of expressing condolence is to convey sympathy or compassion to the bereaved. Yule (2017) argues that in linguistic politeness, face is the most important concept and claims that a person’s face in pragmatics is their public self-image. In expressing condolence, condolers threaten the face of the bereaved but also employ politeness strategies to formulate messages in order to save the bereaved’s face. The study adopted the qualitative and quantitative research approaches and used Brown and Levinson (1978) Politeness Theory. Politeness theory focuses on ‘saving face’ which is a key aspect in politeness. The study was conducted in Chogoria Division, Maara Subcounty, Tharaka Nithi County, Kenya. Purposive sampling was used to sample twenty condolence messages for analysis. A guiding card was used to categorize the condolence utterances with politeness strategies. The data was analyzed both qualitatively and quantitatively providing explanation of these politeness strategies and giving their frequencies and percentages in tables. It was established that the four politeness strategies proposed in the politeness theory are used in expressing condolence in Kῖmwῖmbῖ, with positive politeness strategy being the most used. The findings add to the existing knowledge in pragmatics, especially on politeness and burial discourse. Similarly, the study provides data which can be used to compare with other languages hence aiding in generalizing conclusions of condolence speech act.

Pragmatic motivation and willingness to communicate as predictors of L2 pragmatic knowledge

AbstractAlthough language learners' knowledge of second language (L2) speech acts is postulated to be substantially influenced by learner variables, there is little empirical evidence of the influence of pragmatic motivation (PM) and willingness to communicate (WTC). To address this gap, this study sought to investigate the impact of PM and WTC as two important multifaceted learner variables on L2 speech‐act knowledge. The participants included 500 Persian‐speaking learners of English as a foreign language. The researchers developed and validated three instruments for data collection: a multiple‐choice discourse completion task (MDCT) including five common English speech acts, a PM questionnaire, and a WTC questionnaire. Data were collected in two subsequent phases. First, the MDCT was administered, and then the participants filled out the two questionnaires. Data analysis using multiple regression revealed that both PM and WTC significantly predicted L2 speech‐act knowledge. However, PM turned out to be a stronger predictor of this knowledge than WTC. The findings imply that PM and WTC are implicated in L2 pragmatic knowledge and hence language teachers should consider these two variables to help learners enhance their pragmatic acquisition.

Teaching pragmatics to instructors of L2 Japanese: A relevance-theoretic approach

There are few continuing professional development (CPD) courses for language instructors who want to incorporate the teaching of pragmatics, particularly outside second and foreign language (L2) English and Spanish (e.g., Cohen et al., 2023; Vellenga, 2011). Furthermore, most courses rarely include pragmatics theories that describe the cognitive processes involved in communication. To address this gap, this study assesses what pre-service and in-service instructors of L2 Japanese (n = 9) know about pragmatics and presents data from a 3-hCPD course. The CPD is based on Sperber & Wilson's (1986/1995) Relevance Theory, an ostensive-inferential pragmatics theory that explains the cognitive mechanisms used to interpret utterances. These cognitive processes and how to teach them are explained through a pedagogical framework that equips instructors with the pragmatic knowledge and tools needed to help their learners achieve effective communication.A qualitative pre- and post-test was employed to ascertain instructors' knowledge of pragmatics and ability to activate their pragmatic competence. Focus groups with each cohort were conducted to gather insights into instructors' willingness and preparedness to teach pragmatics. The CPD increased both participants' understanding of pragmatics and knowledge of how to activate learners' pragmatic competence. The data also reveals differences between pre-service and in-service teachers, as well as native and non-native speakers’ willingness to include pragmatics in their teaching.

A pragmatic comprehension of scientific and classical aspects of Rachana Sharir—A systematic review

Ayurveda, a flourishing traditional medical system renowned for its extensive knowledge, includes Rachana Sharir as a fundamental subject. Rachana Sharir Vigyan explores the anatomical aspects (Rachna) of the human body. The immense knowledge of the ancient wisdom of Ayurveda is not comprehensively described yet. The Samhitas and Vedas of Indian literature by different acharyas elaborate on how the human body evolved from a combination of Panchamahabhutas and Atma (Chetana). This review aims to elucidate the classical aspects of Rachana Sharir from Ayurvedic texts and establish correlations with contemporary scientific knowledge. Classical texts such as the Samhitas authored by various acharyas were systematically reviewed to gather insights into the origin, anatomical positions, numerical compositions, and classifications of human body parts, organs, tissues, and systems. The review reveals detailed principles and concepts from Ayurvedic literature, emphasizing contributions from Acharya Sushruta in the Sharir Sthana, particularly his meticulous descriptions of cadaveric studies and preservation techniques. Classical books explained the origins of human bodily parts, their anatomical placements, organs, tissues, systems, and more. These fall under human anatomy (Rachana Sharir), and this article explains its classical aspect with scientific and modern science linkages. In Sharir Sthana, one of Ayurveda’s main principles, cadaveric research and preservation, is beautifully illustrated by Acharya Sushruta. Ayurveda has scientific principles, logic, and subtle knowledge that we must explore to apply its gifts to humanity. This essay shows that Samhitas contains pragmatic and scientific knowledge. Ayurveda combines science and philosophy. Ayurvedic knowledge’s pragmatic and scientific usefulness beyond textual content must be explored and validated to maximize its benefits for humanity.

Affording pragmatics-focused training for language teachers: The case of L2 Mandarin Chinese

This study reported the design and implementation of a 16-week graduate seminar on second language (L2) pragmatics offered for 14 graduate teaching assistants (GTAs) who were teaching various target languages as teachers of record at a US public university. Grounded in the explicit awareness-raising approach, the seminar was designed to increase the GTAs' pragmatic knowledge, promote their cross-cultural pragmatic awareness, and facilitate their teaching and researching of pragmatics. Specifically, the training comprised four modules: key concepts in pragmatics, cross-cultural pragmatics, L2 pragmatics, and instructional pragmatics. With the recent advances in technology, the guidelines and practices for effectively designing web-based pragmatic materials were also incorporated. One of the GTAs, who was a native speaker of Mandarin Chinese and taught the language in the program, was observed as a focal participant to track the development of her pragmatic knowledge and application. Overall, the participants' positive evaluation ratings and comments on the seminar, as well as the focal Chinese GTA's demonstrated knowledge and application in pragmatics over time, suggest that the pragmatics-focused training is beneficial to cultivate the GTAs' professional knowledge and qualities in delivering pragmatics instruction.

Negative Pragmatic Transfer in Bilinguals: Cross-Linguistic Influence in the Acquisition of Quantifiers

Building on the cross-linguistic variability in the meaning of vague quantifiers, this study explores the potential for negative transfer in Italian-Slovenian bilinguals concerning the use of quantificational determiners, specifically the translational equivalents of the English “many”, that is the Slovenian "precej" and "veliko". The aim is to identify relevant aspects of pragmatic knowledge for cross-linguistic influence. The study presents the results of a sentence-picture verification task in which Slovenian native speakers and Italian-Slovenian bilinguals evaluated sentences of the form "Quantifier X are Y" in relation to visual contexts. The results suggest that Italian learners of Slovenian, unlike Slovenian native speakers, fail to distinguish between "precej" and "veliko". This finding aligns with the negative transfer hypothesis. The study highlights the potential role of pragmatic knowledge in cross-linguistic transfer, particularly in the context of vague quantifiers.

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.

"Speech Is Golden": The Importance of Colloquial Arabic for Reading Standard Arabic for Beginning Readers.

We investigated the role of spoken language in the acquisition of literacy in the context of Arabic diglossia, where the written language, Standard Arabic, deviates substantially from the spoken language, Colloquial Arabic, children acquire naturally from birth. The participants (N = 110; 40 girls) were Saudi Arabic-speaking children in Grades 2-4. Children completed assessments of oral paragraph reading and word decoding using a vowelized script. They also completed three spoken assessments of Colloquial Arabic, which include sentence comprehension, sentence completion, and pragmatic knowledge, as well as a test of phonological awareness. We used path analysis to investigate the contributions of each of the spoken language indicators, decoding, and phonological awareness to reading comprehension (RC) in single and multiple serial mediator models. We found that spoken language (i.e., sentence comprehension, sentence completion, and pragmatic knowledge) and word decoding uniquely contributed to RC. Moreover, word decoding mediated the association between spoken language and RC. The path from spoken language to phonological awareness, then to word decoding, and finally to RC was inconclusive. While most studies on literacy acquisition in the context of Arabic diglossia focus on the linguistic distance between the colloquial (spoken) and the standard (written) language varieties, our results highlight the important contribution of spoken language skills to reading skills in Arabic despite this linguistic gap. The important implication of these findings is that spoken language interventions aimed at boosting children's narrative language skills in their home language (Colloquial Arabic) are an important tool for building a foundation for literacy in diglossia contexts.

Thrivers and Survivors during Study Abroad: The Individual Cases of Japanese Learners of English

Whilst study abroad (SA) periods hold much promise for foreign language development, increasing research suggests sojourners’ experiences are unique, and language development does not always follow a linear trajectory. For some learners, SA has little impact on their language performance despite the affordances of L2 immersion (the Survivors). Other learners maximise the potential of SA, and this has a positive impact on their language development (the Thrivers). This paper examines the selected cases of four Japanese learners of English and their request language performance during a 10-month SA in the UK. Changes in pragmatic knowledge (based on appropriateness ratings) were documented at three equidistant time points. Language contact profile data also provided quantitative insights into the learners’ extracurricular language use and qualitative personal reflections. The selected cases illustrate two learners surviving the SA experience, showing minimal change in their request performance. The other two learners thrived during SA, showing accelerated performance in terms of lexical variation at the production level. This paper reports on the case histories of these learners to better understand these unique experiences and pragmatic discrepancies. Suggestions for how learners might be more pragmatically successful during SA are also offered.

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.

Unveiling the Nuances and Enduring Relevance of Machiavelli’s Theory: The Process of Acquisition to Power and Maintenance Statecraft in a Multipolar World

Niccolo Machiavelli, a pivotal figure of the Renaissance era, epitomized rationality and realism in his political philosophy, bridging the gap between medieval and modern political thought. His seminal works, including “The Prince” and “Discourses on Livy”, marked a revolutionary shift in political discourse, earning him the title of “First Modern Political Thinker”. Machiavelli's life was characterized by a quest for pragmatic knowledge and a deep engagement with the political landscape of his time. Influenced by a myriad of philosophers and writers, ranging from Thucydides to Dante Alighieri, Machiavelli synthesized diverse ideas to craft his unique perspective on statecraft. Employing historical, empirical, and inductive methods, he dissected the acquisition and preservation of power, emphasizing pragmatic realities over abstract ideals. The central theme of Machiavelli’s political theory was the notion of statecraft as a practical endeavor tailored to contemporary needs rather than a product of divine ordination. He delineated methods for seizing power, advocating for a blend of force, cunning, and citizen support. Machiavelli prescribed specific qualities for rulers, urging them to embody a combination of fortitude and cunning. Regarding morality, Machiavelli distinguished between state morality and personal morality, endorsing a pragmatic approach for rulers while upholding individual virtue for the ruled. He emphasized the separation of politics and religion, asserting that each realm should fulfill its distinct functions without interference. Despite criticism for perceived inconsistencies and immorality, Machiavelli’s enduring legacy lies in his transformation of political thought. His influence on practical politics and his role as a harbinger of the modern era underscore his profound impact on the trajectory of political philosophy. While his theories continue to provoke debate, Machiavelli remains an enigmatic figure whose ideas reflect the evolving ethos of his time.

Young children and adults use reasoning by exclusion rather than attraction to novelty to disambiguate novel word meanings.

Upon hearing a novel label, listeners tend to assume that it refers to a novel, rather than a familiar object. While this disambiguation or mutual exclusivity (ME) effect has been robustly shown across development, it is unclear what it involves. Do listeners use their pragmatic and lexical knowledge to exclude the familiar object and thus select the novel one? Or is the effect, at least in early childhood, simply based on an attraction to novelty and a direct mapping of the novel label to a novel object? In a preregistered online study with 2- to 3-year-olds (n = 75) and adults (n = 112), we examined (a) whether relative object novelty alone (without pragmatic or lexical information) could account for participants' disambiguation and (b) whether participants' decision processes involved reasoning by exclusion. Participants encountered either a known and an unknown object (classic ME condition) or two unknown objects, one completely novel and one preexposed (novelty condition) as potential referents of a novel label. Reasoning by exclusion was assessed by children's looking patterns and adults' explanations. In the classic ME condition, children and adults significantly chose the novel object and both used reasoning by exclusion. In contrast, in the novelty condition, children and adults chose randomly. Across conditions, a retention test revealed that adults remembered their prior selections, while children's performance was fragile. These results suggest that referent disambiguation is not based on relative object novelty alone. Instead, to resolve referential ambiguity, both young children and adults seem to make use of pragmatic and/or lexical sources of information and to engage in reasoning by exclusion strategies. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A Review Article of the Pragmatics Competence in EFL Learning Context

<p>Cross-cultural communication requires pragmatics. Pragmatics is "the ability to use language appropriately in social settings." Pragmatic competence in another language involves understanding and carrying out communicative activities or speaking and using the language effectively in varied situations. Several relevant literature and library sources were used for this research. According to Kasper et al. "Library research, like its twin, the academic experiment, involves a kind of organized investigation with prescribed instruments, rules, and tactics." Three core library research systems are examined: checking reference sources and databases, finding and utilizing information sources, and assessing information sources according to research objectives. This article analyzes data on pragmatic competence in students of Indonesian and other foreign languages. The author used a public digital search engine to examine scientific literature on pragmatic competency studies in Indonesia to correlate disparate data and find appropriate results. Qualitative research may be more comprehensive. This study found that most studies used a descriptive qualitative approach. The exam is detailed. Most studies used a qualitative approach to characterize L2 practical skills by level and test, while one study assessed learners' cross-cultural awareness during encounters. Most studies on educational participation and the impact of cross-cultural awareness on pragmatic knowledge in EFL learning use qualitative methods, although there are three studies that use quantitative methods. Reviews and debates provide suggestions. Recent research on pragmatic competence in EFL learning settings features a descriptive qualitative approach complemented by Creswell's qualitative approach that provides greater detail about the phenomenon, and all three studies use quantitative methodology. Pragmatic competence improves EFL students' social skills. Al Khadhmi found that the pragmatic meaning of situational utterances was more difficult to interpret compared to lexical stimuli. Therefore, it is better to continuously improve certain areas, such as training EFL students' awareness before they understand a foreign language and activating pragmatic competence and pragmatic components in them, as this affects their communication inside and outside the classroom</p>

Study on the Contribution of Pragmatics to the Development of Communicative Competence from the Perspective of Applied Linguistics

This article explores the contribution of pragmatics in the cultivation of communicative competence from the perspective of applied linguistics. Firstly, the development and definitions of applied linguistics and pragmatics were reviewed, and the theoretical system and core concepts of pragmatics were elaborated. Furthermore, the role of pragmatics in cultivating communicative competence was analyzed, including the cultivation of pragmatic awareness, learning of pragmatic knowledge, application of pragmatic strategies, enhancement of pragmatic competence, enhancement of language appropriateness, and cultivation of cross-cultural communicative competence. On this basis, the application of pragmatics in teaching practice was explored, such as the principles and methods of pragmatic teaching, the development and selection of pragmatic textbooks, and the design and implementation of pragmatic assessment. Finally, the challenges and coping strategies faced in cultivating communicative competence were analyzed. This article aims to provide theoretical guidance and practical reference for the cultivation of communicative competence in the field of foreign language education in China.

Examining Pragmatic Knowledge in Speech Acts of Request, Compliment Response, and Apology among Moroccan EFL Students

This research delves into the pragmatic competencies in interlanguage of Moroccan EFL learners, focusing on the speech acts of requests, apologies, and compliment responses. Utilizing Discourse Completion Tasks (DCT) as the cornerstone of data collection, the study scrutinizes 16 diverse situations involving advanced-level EFL learners in Morocco. The study not only reinforces existing theories about the role of social and relational factors in shaping linguistic behavior but also uncovers the nuanced interplay of variables such as power dynamics, relational distance, and imposition in influencing these speech acts. Significantly, the research reveals that Moroccan EFL learners are not mere passive recipients of established linguistic norms; they actively adapt their language choices in response to a complex array of sociocultural and sociolinguistic variables. The study concludes with a call for more explicit and targeted instruction in interlanguage pragmatics within the Moroccan EFL educational setting to better prepare students for authentic interactions. These insights have far-reaching pedagogical implications, particularly for the crafting of EFL curricula that are attuned to the nuanced sociolinguistic variables that influence language use.

Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers

Abstract Despite receiving more attention and obtaining a well-established status in second language (L2) teaching research during the last three decades, L2 pragmatics remains an excluded topic in English as a foreign language (EFL) teaching in many investigated contexts. Adopting a qualitative case study design, this paper examines what seven EFL teachers from different Vietnamese high schools perceive about L2 pragmatics and instructional pragmatics and reflect on their teacher preparation programs in these regards. The findings reveal that the participating teachers were not taught about L2 pragmatics and instructional pragmatics during their professional education, resulting in their little content and pedagogical knowledge of L2 pragmatics. This leads to their general exclusion of L2 pragmatics teaching in their classroom practices. The uncovered stories from these teachers provide essential implications for teacher education programs in Vietnam and its similar contexts. Importantly, they add more understanding to the relationship of teachers’ knowledge and their practices of L2 pragmatics teaching, a current understudied research area with specific reference to teacher cognition of L2 pragmatics.

An Error Analysis of Acquisition of Japanese Honorifics Pragmatic Knowledge in Chinese Learners

An Error Analysis of Acquisition of Japanese Honorifics Pragmatic Knowledge in Chinese Learners

Impacts of visual impairment on pragmatic impairment: A systematic review and meta-analysis

Background Consideration for patients with visual impairment, from low vision to blindness, is an important part of building a barrier-free society. Some authors have elaborated that visual impairment can indeed lead to delayed development in theory of mind, thereby causing pragmatic knowledge deficiency. Verifying whether those with eye conditions have pragmatic impairment is an essential way for their clinical evaluation, intervention and rehabilitation. Objective We primarily carry out a meta-analysis of visual impairment from low vision to blindness and pragmatic impairment in people with low vision or blindness to verify visual impairment may cause pragmatic impairment. Data sources Electronic databases Pubmed, Medline, MesH, Psychinfo, Ovid, EBSCO and CNKI and the reference sections of previous reviews. Study eligibility criteria Studies were included when they built on primary data from clinical questionnaire surveys or field trials anywhere in the world, and when they reported impacts of visual impairment on social cognition, communication, skills, behavior and intelligence. In total, 25 original studies were included, in which 25735 people were evaluated. Results Statistically, visual impairments and pragmatic impairment exist correlation due to the significant p value(p = 0.0005 < 0.05) in group and the subgroup sorted in the light of 18 years old (p < 0.0001 and p = 0.003 < 0.05). Psychologically, because people with visual impairment can not normally get non-verbal information, they can not get a complete pragmatic knowledge system. Pragmatic knowledge deficiency leads to abnormal in executive functions and development delay from the perspective of theory of mind, inducing pragmatic impairment. Therefore, visual impairment has an impact on pragmatic impairment. Conclusion The meta-analysis reveals robust evidence on the relationship of vision impairment and pragmatic impairment in children or adults. Such evidence may help to gradually improve the clinical evaluation, intervention and rehabilitation of these people.