Second language learners’ divergence from target language pragmatic norms
Journal Title: Studies in Second Language Learning and Teaching - Year 2016, Vol 6, Issue 2
Abstract
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?
Authors and Affiliations
Maria Pia Gomez-Laich
Keywords
Related Articles
- EP ID EP256573
- DOI 10.14746/ssllt.2016.6.2.4
- Views 110
- Downloads 0
Discourse markers in non-native EFL teacher talk
The present study aims to investigate the use of discourse markers (DMs) in nonnative (Croatian) EFL teachers´ talk with primary and secondary school students. The study concentrates on the occurrences and frequencies of...
The role of international student interactions in English as a lingua franca in L2 acquisition, L2 motivational development and intercultural learning during study abroad
Crossing borders features prominently as a theme in study abroad, not only in terms of students’ physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background...
L1 French learning of L2 Spanish past tenses: L1 transfer versus aspect and interface issues
This paper examines the process of acquiring L2s that are closely related to the L1 through data on how adult French speakers learning L2 Spanish in a formal setting develop knowledge and use of past tenses in this L2. W...
Conclusion: The future of research into language learning strategies
In this concluding paper to the special issue (SI) we seek to achieve three main goals. First, based on the papers it included in the SI, other recent publications as well as our own ideas, we point to the futu...
Circadian rhythms and second language performance
Human behavior is not constant over the hours of the day, and there are considerable individual differences. Some people raise early and go to bed early and have their peek performance early in the day (“larks”) while ot...