Gila Schauer's study of interlanguage pragmatic development in English is situated in the context of studying abroad. It is the first book-length study of a common occurrence worldwide, but one that has not received the focus it deserves. Schauer examines the interlanguage pragmatic development of German learners of English at a British University over the course of a year. The focus is not only on the learners' productive pragmatic development, but also on their pragmatic awareness, which is compared with their grammatical awareness. The analysis undertaken is both qualitative and quantitative, and the book draws some important conclusions relevant to the whole field of interlanguage pragmatics. It will be engaging reading for researchers and for those doing postgraduate studies in applied linguistics, especially those working on interlanguage and cross-cultural pragmatics, multilingualism and second language acquisition.
Author(s): Gila Schauer
Publisher: Continuum
Year: 2009
Language: English
Pages: 272
Contents......Page 8
List of Tables......Page 12
List of Figures......Page 14
Acknowledgements......Page 15
Abbreviations......Page 17
1 Introduction......Page 18
2.1 Theoretical Background: Pragmatics......Page 22
2.2 Interlanguage Pragmatics: Pragmatic Awareness......Page 34
2.3 Request Studies......Page 41
2.4 Studies Examining the Development of L2 Learners’ Pragmatic Awareness......Page 51
2.5 Interlanguage Pragmatic Development: Production......Page 58
3.1 Data Elicitation Techniques in Awareness Studies......Page 77
3.2 Data Collection Methods in Production Studies......Page 82
3.3 Summary......Page 86
4.1 Participants......Page 87
4.2 Instrument......Page 93
4.3 Procedure......Page 99
4.4 Data Analysis......Page 101
5.1 Error Recognition......Page 111
5.2 Error Ratings......Page 120
5.3 Participants’ Awareness of Own Rating Behaviour......Page 128
5.4 SA Learners’ Awareness of Their Own Pragmatic Development......Page 134
5.5 Summary......Page 137
6.1 First Occurrence of Request Strategies......Page 140
6.2 Comparison of Groups’ Use of Request Strategies......Page 143
6.3 Direct Strategies......Page 145
6.4 Conventionally Indirect Requests......Page 158
6.5 Non-conventionally Indirect Strategies......Page 176
6.6 Summary......Page 179
7.0 Introduction......Page 183
7.1 First Occurrence of Internal Downgraders in the SA Learners’ Data......Page 184
7.2 Comparison of Groups’ Use of Downgraders......Page 186
7.3 Comparison of Groups’ Use of Downgraders According to Contextual Variables......Page 189
7.4 First Occurrence of Upgraders in SA Learners’ Data......Page 193
7.5 Comparison of Groups’ Use of Upgraders......Page 194
7.6 Comparison of Groups’ Use of Upgraders According to Contextual Variables......Page 196
7.7 Summary......Page 197
8.1 First Occurrence of External Modifiers in the SA Learners’ Data......Page 200
8.2 Comparison of Groups’ Use of External Modifiers......Page 203
8.3 Comparison of Groups’ Use of External Modifiers According to Contextual Variables......Page 204
8.4 Summary......Page 208
9.1 Summary of Findings......Page 210
9.2 Limitations......Page 215
9.3 Implications......Page 216
Appendix A: Awareness Study Questionnaires......Page 221
Appendix B: MET Scenarios......Page 233
References......Page 251
C......Page 266
E......Page 267
I......Page 268
M......Page 269
P......Page 270
S......Page 271
W......Page 272
