The role of pragmalinguistic awareness and the effects of individual difference factors in developing second language pragmatic competence

语用意识和个体差异因素对二语语用能力发展的影响

• 批准号: 19520518
• 负责人: TAKAHASHI Satomi
• 金额: $ 1万
• 依托单位: Rikkyo University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2007
• 资助国家: 日本
• 起止时间: 2007 至 2009
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-19520518/
• 关键词: 第二言語習得理論; 中間言語語用論; 気づき; インプット研究; 英語依頼表現; 英語; 依頼表現; 英語習熟度; リスニング; 談話完成テスト; ディクテーション; 動機づけ; ビデオ; 依頼負担度; 場面選定; ロールプレイ

The present study revealed that when Japanese learners of English learn complex bi-clausal request forms in the implicit input condition in which they need to inductively learn the target forms without relying on explicit explanation provided by their teacher, learners who are motivated to improve their English through classroom activities and those who demonstrate high listening abilities are able to notice the target forms. However, it was also found that learners' awareness of the target pragmalinguistic forms does not necessarily lead them to their stable acquisition of these forms.

本研究表明，当日本英语学习者在隐性输入条件下学习复杂的双子句请求形式时，他们需要归纳学习目标形式而不依赖于老师提供的明确解释，学习者有动力提高英语水平通过课堂活动，那些表现出高听力能力的人能够注意到目标形式。然而，研究还发现，学习者对目标语用语言形式的认识并不一定会导致他们稳定地习得这些形式。