Temat: Pragmatic competence

Skocz do pozycji: 1.

Tytuł:: Second language learners’ divergence from target language pragmatic norms
Autorzy:: Pia Gomez-Laich, Maria
Tematy:: pragmatic competence
language learning
identity; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780961.pdf Link otwiera się w nowym oknie
Opis:: Pragmatic competence is an indispensable aspect of language ability in order for second and foreign language (L2/FL) learners to understand and be understood in their interactions with both native and nonnative speakers of the target language. Without a proper understanding of the pragmatic rules in the target language, learners may run the risk of coming across as insensitive and rude. Several researchers (Bardovi-Harlig, 2001; Kasper & Rose, 2002) suggest that L2 pragmatics not only can be taught in the L2/FL classroom, but, more importantly, that explicit approaches that involve direct explanation of target pragmatic features are beneficial for learning pragmatics. Just as native speakers of a language acquire a “set of dispositions to act in certain ways, which generates cognitive and bodily practices in the individual” (Watts, 2003, p. 149), instructors can help learners to become aware of the pragmatic features that characterize the target language. Although the importance of explicit teaching of pragmatics is well recognized in the literature, learning norms and rules of pragmatics largely depends on learners’ subjectivity. Learners’ convergence or divergence from the L2 pragmatic norms, both consciously and out of awareness, sometimes depends on whether these norms fit their image of self and their L1 cultural identity. Since identity-related conflict can have significant consequences for the acquisition of second language pragmatics, failing to consider the centrality of learners’ identities will produce an inadequate understanding of SLA. This paper synthesizes studies that document the reasons why learners opt to remain foreign by resisting certain L2 practices. The following synthesis question was proposed: Why do language learners resist the pragmatic norms of the target language?
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 2.

Tytuł:: La problemática y el tratamiento de la competencia sociolingüística y la competencia pragmática en la clase de ELE desde un enfoque novedoso
The problem and treatment of sociolinguistic competence and pragmatic competence in the ELE class from a novel approach
Autorzy:: Spychała-Wawrzyniak, Małgorzata
Barros Díez, Esther
Tematy:: communicative competence
sociolinguistic competence
pragmatic competence
Spanish teaching; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/43665685.pdf Link otwiera się w nowym oknie
Opis:: The purpose of our article is to analyze the main differences between sociolinguistic competence and pragmatic competence, integrated within communicative competence. Firstly, we will try to define, characterize, and exemplify the tools inherent to sociolinguistic competence in comparison with pragmatic competence. We will present that courtesy formulas in language teaching should be included within the pragmatic competence and not sociolinguistic as it has been done usually. To do this, we will use the multilingual competence on which the CEFR-CV (2020) places considerable emphasis. Likewise, the concepts of sociolinguistic and pragmatic competences will be explained taking as a starting point the components of communicative competence which, in turn, encompasses intercultural competences. On the other hand, we will also deal with the role and challenges of the intercultural speaker as a mediator of pragmatic, sociolinguistic and sociocultural meanings. In the last part of the article, we will focus on the field of teaching Spanish as a foreign language (hereinafter ELE), specifically, on the development of communicative competence from a sociolinguistic and pragmatic perspective. We will analyze some ELE manuals to reflect on and show the work proposals related to pragmatic and sociolinguistic knowledge (especially at level A1) carried out by their authors.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 3.

Tytuł:: Aspectos pragmáticos y estratégicos del desarrollo de la destreza de expresión escrita en Filología Española en la tercera década del siglo XXI
Pragmatic and strategic aspects of the development of written expression skills in Spanish Philology in the third decade of the XXI century
Autorzy:: Grabowska, Monika
Krzyżostaniak, Magdalena
Tematy:: pragmatic competence
strategic competence
writing skills
Spanish studies; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/1395896.pdf Link otwiera się w nowym oknie
Opis:: Written expression is one of the most important skills in philological studies. Subjected to a constant formative and summative evaluation, it plays a distinctive role and shows both the achievements and the shortcomings of the student’s linguistic, sociolinguistic and pragmatic skills. In this analysis, we would like to focus on this last component of communicative competence, but also on the strategies of the learners connected with their practice of various forms of writing in the academic and private sphere. The paper summarizes the results of a survey completed by Spanish philology students from the Department of Romance Philology at the University of Wroclaw during the summer term of 2018/2019 academic year. One of the objectives of the survey was to find out to what extent the PNJH Pisanie program correspondsto the needs and expectations of current students in Poland.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 4.

Tytuł:: La competencia intercultural y la competencia pragmática en la enseñanza de español como lengua extranjera (ELE)
Pragmatic competence and intercultural competence in Spanish language teaching
Autorzy:: Spychała-Wawrzyniak, Małgorzata
Suñén Bernal, María del Carmen
Tematy:: communicative competence
intercultural competence
pragmatic competence
Spanish learning; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/1395900.pdf Link otwiera się w nowym oknie
Opis:: The main purpose of this article is to present the development and evolution of two fundamental components of the communicative competence in the teaching of foreign languages: pragmatics and interculturality. We will analyze different visions of pragmatic competence and intercultural competence, which are sometimes treated as synonymous concepts. We will focus our attention on the problems observed in class as a consequence of the great diversity of cultural contexts in which Spanish is learned, highlighting the importance of activating the development of both competences in class and the need to learn to negotiate linguistic and cultural meanings within a cultural context different from that of the target language. Finally, we will present the results of a study carried out with students from a Polish and a German university, whose objective was to analyze the previous attitudes of students from different faculties towards two competences that should always go hand in hand: pragmatics and interculturality.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 5.

Tytuł:: Proficiency effect on L2 pragmatic competence
Autorzy:: Xiao, Feng
Tematy:: proficiency effect
L2 pragmatic competence; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780487.pdf Link otwiera się w nowym oknie
Opis:: This paper synthesizes cross-sectional studies of the effect of proficiency on second language (L2) pragmatics to answer the synthesis question: Does proficiency affect adult learners’ pragmatic competence? Findings have revealed an overall positive proficiency effect on pragmatic competence, and in most cases higher proficiency learners have higher pragmatic competence. However, increased proficiency does not guarantee a native-like pragmatic performance because proficiency effect varies depending on the nature of target pragmatic features such as types of speech acts (degrees of directness and conventionality) (e.g., Cook & Liddicoat, 2002; Félix-Brasdefer, 2007), modalities of pragmatic performance (comprehension and production) (e.g., Bradovi-Harlig, 2008, 2009), social variables involved in task situations, such as social status (e.g., Allami & Naeimi, 2011), social distance (e.g., Maeshiba, Yoshinaga, Kasper, & Ross, 1996), and power relationship (e.g., Al-Gahtani & Roever, 2012). Moreover, proficiency effect is mediated by contextual variables such as length of stay in the target language community (e.g., Shardakova, 2005; Taguchi, 2011, 2013; Xu, Case, & Wang, 2009).
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 6.

Tytuł:: Non literal speech comprehension in preschool children - an example from a study on verbal irony
Autorzy:: Banasik, Natalia
Wydawca:: Versita
Cytata wydawnicza:: Banasik, N. (2013) Non literal speech comprehension in preschool children - an example from a study on verbal irony. Psychology of Language and Communication, 17(3)
Opis:: The study aims to answer questions about the developmental trajectories of irony comprehension. In order to examine the understanding of ironic utterances and early Theory of Mind, 46 preschool children were tested with the Irony Comprehension Task (Banasik, Bokus 2012) and the Reflection on Thinking Test (Białecka-Pikul 2010) in three age groups: four-year-olds, five-year-olds and six-year-olds. The study showed no age effect in the Irony Comprehension Task and a significant effect in the Reflection on Thinking Test. On some of the measures, irony comprehension correlates with theory of mind. Also, an analysis of childrens’ narratives was conducted to observe how children explain the intention of the speaker who uttered the ironic statement. The children’s responses fall into four categories, one of which is related to prescribing the utterance a function similar to white lie.
Natalia Banasik
Ministerstwo Nauki i Szkolnictwa Wyższego (Diamentowy Grant)
Dostawca treści:: Repozytorium Centrum Otwartej Nauki

Artykuł

na półce

Skocz do pozycji: 7.

Tytuł:: O miejscu kompetencji pragmatycznej w glottodydaktyce
The place of pragmatic competence within the field of foreign language teaching
Autorzy:: Serwadczak, Magda
Tematy:: pragmatic competence;
foreign language teaching;
authentic materials;
communication;
pragmatics; Pokaż więcej
Wydawca:: Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Powiązania:: https://bibliotekanauki.pl/articles/555480.pdf Link otwiera się w nowym oknie
Opis:: Providing a broad and detailed definition of pragmatic competence can be a challenging task, mainly due to an interdisciplinary character of pragmatics itself. This article discusses the main characteristics of pragmatic competence and aims at providing a detailed description of how it was perceived by linguist since it was first described. The approaches to foreign language teaching as well as the notion of fluency have transformed throughout the years and so has our perception of pragmatic competence. Rapidly growing popularity of mobile technologies, common access to information as well as the forming of a multi-cultural society make foreign language teaching face new challenges and opportunities. The article focuses on the place pragmatic competence takes in a modern-day language teaching and argues its importance in intercultural communication and achieving proficiency in foreign language.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 8.

Tytuł:: Niewidzenie a kompetencje pragmatyczne w komunikacji
Blindness and pragmatic competence in communication
Autorzy:: Czerwińska, Kornelia
Piskorska, Agnieszka
Tematy:: blind student
EFL
comprehension
gaps in knowledge
pragmatic competence; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/1371441.pdf Link otwiera się w nowym oknie
Opis:: The paper argues that gaps in knowledge attested in congenitally blind individuals may negatively affect their performance in foreign language tasks testing reading comprehension. Characteristics of a blind learner at various stages of cognitive and educational development are presented, with focus on gaps in knowledge resulting from sight impairment. The concept of pragmatic competence is first explained generally in reference to communication and then it is applied to a case of a comprehension task taken from an EFL exam (Polish “matura”, basic level). An analysis of the text indicates that despite being relatively simple in linguistic terms, comprehension tasks may pose a significant processing challenge to blind students due to a large amount of implicitly communicated information dependent on visual experience.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 9.

Tytuł:: Compliment response strategies of Polish EFL students: An interlanguage pragmatic study
Analiza strategii odpowiadania na komplementy w języku angielskim: Pragmatyczne badanie międzyjęzykowe
Autorzy:: Zajda, Aleksandra
Opis:: The present thesis discusses the concept of pragmatic competence and reports on the study investigating compliment response strategies used by the Polish senior high school EFL learners and English Philology students. In theoretical part, a brief history of pragmatic competence and major concepts relevant to interlanguage pragmatic research are described. Also, a brief literature review of interlanguage pragmatic studies is provided. The final part of the theoretical sector is devoted to describing the speech act of complimenting as well as compliment response realisation strategies. It seems that complimenting and compliment responding have been mainly empirically investigated from a cross-cultural perspective. Thus, it appeared only natural to explore these issues at depth taking an interlanguage dimension into account. It may be concluded that Polish subjects accepted compliments in a prevailing number of cases but, in comparison to native speakers, their range of CRs was quite limited. Moreover, as it was later indicated by the Polish version of DCT, their responses may have been partly affected by the interference phenomena which seemed to operate within the repertoire of CRs resources.
Niniejsza praca magisterska omawia pojęcie kompetencji pragmatycznej i opisuje badanie dotyczące użycia strategii udzielania odpowiedzi na komplementy w języku angielskim przez grupy polskich uczniów szkoły średniej i studentów filologii angielskiej. W części teoretycznej omówiono krótką historię kompetencji pragmatycznej oraz istotne pojęcia ważne w badaniach naukowych prowadzonych przez pragmatykę międzyjęzykową. Ponadto, streszczono wyniki badań dotyczących wyżej wspomnianej dziedziny nauki. Końcowa część teoretycznych rozważań poświęcona jest opisowi aktu mowy komplementowania i strategiom udzielania odpowiedzi na komplementy. Wydaje się, że komplementowanie i udzielanie odpowiedzi na komplementy były głównie badane porównując przykłady tychże zachowań pomiędzy różnymi kulturami. Dlatego też, podjęcie i zanalizowanie wyżej wymienionych kwestii z perspektywy międzyjęzykowej wydało się autorowi niniejszej pracy magisterskiej ważne. Analiza wyników pozwala wnioskować, że polscy uczestnicy badania w przeważającej ilości przypadków akceptowali komplementy, ale, w porównaniu do rodzimych użytkowników języka angielskiego, używali znacznie bardziej ograniczonego wachlarza strategii udzielania odpowiedzi na komplementy. Ponadto, jak zostało później potwierdzone przez polską wersję kwestionariusza, ich odpowiedzi mogły być częściowo zmienione z powodu transferu pragmatycznego, który dotyczył wachlarza strategii udzielania odpowiedzi na komplementy.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

Inne

na półce

Skocz do pozycji: 10.

Tytuł:: “Multiple Identities” and the Development of Pragmatic Competence Exhibited in Workplace Environments
Autorzy:: Dronia, Iwona
Tematy:: multiple identities
communication
communication channel
workplace discourse
pragmatic competence; Pokaż więcej
Wydawca:: Polska Akademia Nauk. Czasopisma i Monografie PAN
Powiązania:: https://bibliotekanauki.pl/articles/2076599.pdf Link otwiera się w nowym oknie
Opis:: There is no denying that new styles of communication have already made great advances in both academic and workplace environments. As Chester (2002) believes, there are now different communication needs whose hierarchy has also changed. The efficiency, frequency and quality of communication are determined by many important variables – people’s (multiple) identities and age, or one’s first language being cases in point. These new styles of communication may be considered surprising, linguistically inaccurate, or even rude. Many of them do also not comply to ones that would be created by native speakers, as the people who use them more often than not produce quite awkward structures – on the one hand this is an example of pure corporate jargon and ESP (in the workplace context), on the other a unique discourse heavily manifesting its own identity, first language and norms of politeness present in a particular community (Paltridge 2012). Thus the discourse produced (already creating a new style of communication) violates pragmatic norms obvious to native speakers, as well as being highly surprising (if not even confusing) to other non-native speakers. The proposed article aims to demonstrate the results of the analysis of corporate emails produced by various non-native advanced speakers of English. The analysis mainly focuses on corpus utterances demonstrating a lack of pragmatic competence, as well as the existence of “multiple identities” of their authors.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Informacja

Wyszukujesz frazę "Pragmatic competence" wg kryterium: Temat