This book adopts a cross-sectional approach and mainly focuses on one of the core pragmatic constructs, formulaic/pragmatic routines, in addition to components put forward by Roever (2011) and Taguchi (2013). It actively integrates multidimensional pragmatic modalities―including both production (initiating and responding) and reception (recognition, comprehension, and perception), together with learners’ cognitive processes―rather than one or two types of task modalities. Focusing more on the Chinese EFL context instead of Japanese or European L1 learners, it also takes advantage of an emerging instrument, the computer-animated elicitation task, for data collection based on authentic oral responses and to avoid “coached” responses. The socio-cognitive approach, proposed by the famous linguistic expert Prof. Istvan Kecskes, is subsequently applied to conduct an in-depth analysis of the data. Hence, the book introduces a new and fruitful theoretical perspective to the traditional L2 pragmatic research field.
Author(s): Yuqi Wang
Series: SpringerBriefs in Education
Publisher: Springer
Year: 2022
Language: English
Pages: 143
City: Singapore
Preface
Contents
1 Introduction
1.1 Research Background
1.2 Rationale of the Study
1.3 Research Objectives and Questions
1.4 Significance of the Study
References
2 Literature Review
2.1 A General Picture of Routines
2.1.1 Definitions and Shared Features of Routines
2.1.2 Classification of Routines
2.2 Development of L2 Pragmatic Competence of Routines
2.2.1 Proficiency and Pragmatic Competence of Routines
2.2.2 Study-Abroad Experience and Pragmatic Competence of Routines
2.2.3 Interaction of Proficiency and Study-Abroad Experience and Pragmatic Competence of Routines
2.3 Summary
References
3 Theoretical Foundation
3.1 Second Language Pragmatics
3.1.1 L2 Pragmatics
3.1.2 L2 Pragmatic Competence
3.1.3 Speech Act Theory
3.1.4 Indirectness
3.2 Acquisitional Theories in L2 Pragmatics
3.2.1 The Two-Dimensional Model
3.2.2 Skill-Acquisition Theories
3.2.3 Language Socialization
3.3 The Socio-Cognitive Approach
3.3.1 Prior Context Knowledge vs. Actual Situational Context Knowledge
3.3.2 Conceptual Socialization
3.4 Summary
References
4 Research Methodology
4.1 Participants
4.2 Instrumentation
4.2.1 Computer-Animated Production Task
4.2.2 Computer Animated Recognition Task
4.2.3 Computer Animated Comprehension Task
4.2.4 Computer Animation Perception Task
4.2.5 Computer Animated Retrospective Review
4.3 Data Collection Procedure
4.4 Data Analysis
4.4.1 Coding for Routine Production
4.4.2 Coding for Routine Comprehension
4.4.3 Coding for Routine Recognition and Perception
4.4.4 Statistical Methods in Data Analysis
4.5 Verification for Inter-Rater Reliability
4.6 Ethical Considerations
4.7 Summary
References
5 Results
5.1 Results for Routine Production
5.1.1 Results for Initiating Utterances
5.1.2 Results for Responding to Utterances
5.2 Results for Routine Recognition
5.3 Results for Routine Comprehension
5.4 Results for Routine Perception
5.5 Summary
6 Analysis and Discussion
6.1 Production Competence of Routines
6.1.1 The General Trend of Routine Production
6.1.2 Impacts of Proficiency and Study-Abroad Experience on Routine Production
6.1.3 Learners’ Specific Performances in Routine Production
6.2 Recognition Competence of Routines
6.2.1 The General Trend of Routine Recognition
6.2.2 Impacts of Proficiency and Study-Abroad Experience on Routine Recognition
6.2.3 Learners’ Specific Performance in Routine Recognition
6.3 Comprehension Competence of Routines
6.3.1 The General Trend of Routine Comprehension
6.3.2 Impacts of Proficiency and Study-Abroad Experience on Routine Comprehension
6.3.3 Learners’ Specific Performance in Routine Comprehension
6.4 Perception of Routines
6.4.1 The General Trend of Routine Perception
6.4.2 Impacts of Proficiency and Study-Abroad Experience on Routine Perception
6.4.3 Learners’ Specific Performances in Routine Perception
6.5 Retrospective Review for Cognitive Process
6.5.1 Learners’ Cognitive Processes
6.5.2 Self-reported Factors Affecting Learners’ Routine Performance
6.5.3 Self-reported Methods for Improving Learners’ Routine Performance
6.5.4 Summary
References
7 Conclusion
7.1 Summary of the Findings
7.2 Implications of the Present Study
7.3 Limitations of the Present Study
7.4 Suggestions for Future Research
References
Appendix 1 Survey for Personal Background Information
Appendix 2 Scenarios and Target Response Set for Initiating Utterances
Appendix 3 Scenarios and Target Response Set for Responding to Utterances
Appendix 4 Scenarios and Target Selection for Routine Recognition
Appendix 5 Target Responses for Routine Comprehension
Appendix 6 Target Responses for Routine Perception
