Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency?

Satomi Takahashi

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Linguistics and Language Analysis

Abstract

Previous research on interlanguage pragmatics revealed that, under implicit pragmatic instruction, some learners noticed the target pragmalinguistic features, whereas others receiving the same instruction did not. This suggests possible effects of individual difference (ID) variables on learners' noticing of pragmalinguistic features. Among the ID variables, this study focused on motivation and proficiency, exploring their relationships with Japanese EFL learners' awareness of six types of L2 pragmalinguistic features under an implicit input condition. Eighty Japanese college students first completed a motivation questionnaire and a proficiency test. They then took part in a noticing-the-gap activity as the treatment task. The degree of the learners' awareness of the target pragmalinguistic features was assessed through a retrospective awareness questionnaire administered immediately after the treatment. The following two major findings were obtained: (1) The learners differentially noticed the target pragmalinguistic features; and (2) the learners' awareness of the target features was correlated with motivation subscales, but not with their proficiency. In particular, the learners' intrinsic motivation was found to be closely related to their pragmatic awareness. An attempt was made to further examine whether current models of attention in SLA are relevant in accounting for the noticing of L2 pragmalinguistic features.

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References

1990The Role of Consciousness in Second Language Learning1 1985Social psychology and second language learning : the role of attitudes and motivation 1998Focus on form in classroom second language acquisition 2013Teaching and Researching: Motivation 1998Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation 1994Motivation and Motivating in the Foreign Language Classroom 1995Three functions of output in second language learning 2001Cognition and Second Language Instruction

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2009Conventional Expressions as a Pragmalinguistic Resource: Recognition and Production of Conventional Expressions in L2 Pragmatics 2016Language learning motivation through a small lens: A research agenda 2014Pragmatic learning and study abroad: Effects of instruction and length of stay 2013A Longitudinal Investigation into L2 Learners’ Cognitive Processes during Study Abroad 2017Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

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