Context Individual Differences And Pragmatic Competence
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Context, Individual Differences and Pragmatic Competence
Author: Naoko Taguchi
language: en
Publisher: Multilingual Matters
Release Date: 2012-01-11
Pragmatic competence plays a key role in the era of globalization where communication across cultural boundaries is an everyday phenomenon. The ability to use language in a socially appropriate manner is critical, as lack of it may lead to cross-cultural miscommunication or cultural stereotyping. This book describes second language learners’ development of pragmatic competence. It proposes an original theoretical framework combining a pragmatics and psycholinguistics approach, and uses a variety of research instruments, both quantitative and qualitative, to describe pragmatic development over one year. Situated in a bilingual university in Japan, the study reveals patterns of change across different pragmatic abilities among Japanese learners of English. The book offers implications for SLA theories, the teaching and assessment of pragmatic competence, and intercultural communication.
Pragmatic Competence
In the disciplines of applied linguistics and second language acquisition (SLA), the study of pragmatic competence has been driven by several fundamental questions such as: What does it mean to become pragmatically competent in a second language (L2)? This book explores these key issues in Japanese as a second/foreign language.
Intercultural Communicative Competence and Individual Differences
Author: Judit Dombi
language: en
Publisher: Cambridge Scholars Publishing
Release Date: 2021-03
This book presents a concise critical overview of the literature on intercultural communicative competence (ICC) and offers insights into research on this concept. As a novel contribution to the field, the book frames ICC in relation to other learner variables, such as motivation, willingness to communicate, communication apprehension, and self-perceived communication competence. Based on empirical data, the study proposes and tests a model of English majorsâ (TM) ICC interacting with individual differences related to L2 communication. The findings highlight that studentsâ (TM) beliefs about their own performance, their apprehension from communication situations and their language learning motivation were successfully integrated into a new model of intercultural communicative competence as understood in an interactional EFL context.