Interlanguage programic competence: a longitudinal study of ‘pragmatic accent’ in learning EFL

Anna Szczepaniak-Kozak

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ISBN/ISSN:

978-83-232-3298-8

DOI:

Wydawnictwo:

Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza

Rok wydania:

2018

Liczba stron:

442

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Szczepaniak-Kozak, Anna. Interlanguage programic competence: a longitudinal study of ‘pragmatic accent’ in learning EFL. Red. . : Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza, 2018, 442 s. ISBN 978-83-232-3298-8

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Szczepaniak-Kozak, A.

T1 Interlanguage programic competence: a longitudinal study of ‘pragmatic accent’ in learning EFL

PB Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza

YR 2018

SN 978-83-232-3298-8

Bibliografia BibTex:

@Book{ 206389, author = "Szczepaniak-Kozak, Anna", editor = "", title = "Interlanguage programic competence: a longitudinal study of ‘pragmatic accent’ in learning EFL", publisher = "Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza", year = "2018", address = "", isbn = "978-83-232-3298-8" }

Bibliografia endNote:

TY - BOOK

AU - Szczepaniak-Kozak, Anna

ED -

TI - Interlanguage programic competence: a longitudinal study of ‘pragmatic accent’ in learning EFL

PB - Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza

CY -

PY - 2018

SN - 978-83-232-3298-8

ER -

Netografia (standard APA):

Szczepaniak-Kozak, Anna. Interlanguage programic competence: a longitudinal study of ‘pragmatic accent’ in learning EFL [baza danych online] : Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza, 2018 [dostęp: 03 05 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/interlanguage-programic-competence-a-longitudinal-study-of-pragmatic-anna-szczepaniak-kozak-206389.

interlanguage pragmatic, competence, pragmatic accent, EFL in Poland, pragmatic transfer, pragmatic overgeneralization, pragmatic fossilization

Książka prezentuje nabywanie kompetencji pragmatycznej w języku obcym w ujęciu teoretycznym i empirycznym. Jest pierwszą tego typu pracą, która rozpatruje procesy rządzące nabywaniem pragmatyki obcojęzycznej w odniesieniu do Polaków uczących się j...

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ISBN/ISSN:

978-83-232-3298-8

DOI:

Wydawnictwo:

Wydawnictwo Naukowe Uniwersytetu im. Adama Mickiewicza

Rok wydania:

2018

Liczba stron:

442

XML:ISBN/ISSN:

ONIX MARC21

Acknowledgements 10
List of abbreviations 12
Preliminaries 14
Basic assumptions14
Basic terms15
Study aims17
Unit of analysis: PC operationalization in the present study18
Overview of the book20
Chapter 1. Pragmatics and learning a foreign language 22
1.0. Introduction22
1.1. Pragmatics and macropragmatics23
1.2. Theories of verbal politeness and impoliteness28
1.3. Context of situation40
1.4. Formulaic language43
1.5. Intercultural and pragmatic misunderstandings46
1.6. Competence and communicative competence49
1.7. Pragmatic competence52
1.8. Interplay between culture and pragmatics in the classroom57
1.9. Final reflections58
Chapter 2. Interlanguage pragmatics 59
2.0. Introduction59
2.1. Defining interlanguage: Past and present approaches61
2.2. Scope of interlanguage pragmatics and cross-cultural pragmatics67
2.3. Interlanguage pragmatics69
2.4. Processes within interlanguage pragmatics70
2.4.1. Transfer, fossilization and backsliding71
2.4.2. Overgeneralization75
2.4.3. Over-elaboration77
2.4.4. Avoidance and achievement strategies78
2.5. Native and non-native speaker pragmatic competence79
2.6. Pragmatic competence and language proficiency86
2.7. Pragmatic competence in a third and further language88
2.8. Final reflections92
Chapter 3. The development of pragmatic competence 93
3.0. Introduction93
3.1. Awareness and teaching pragmatics of a foreign language94
3.2. Cognitive processes in learning pragmatics101
3.3. Developing pragmatic competence in second language settings103
3.4. Developing pragmatic competence in foreign language settings108
3.5. Premises for effective PC development in the foreign language classroom115
3.6. Designing PC instruction in the foreign language classroom117
3.7. Textbooks and material design in developing PC128
3.8. Final reflections133
Chapter 4. Requests in English and Polish: A pragmalinguistic and sociopragmatic description 135
4.0. Introduction135
4.1. Requests as speech acts136
4.2. Constitutive elements of requests138
4.2.1. Head act140
4.2.2. Internal mitigation145
4.2.3. External mitigation149
4.3. Requests in English154
4.4. Requests in Polish161
4.5. Final reflections: Dimensions of cultural differences in the present study173
Chapter 5. Studies of requests: Cross-cultural and interlanguage perspective 176
5.0. Introduction176
5.1. Discourse completion task177
5.2. Cross-cultural studies of requests182
5.3. Contrastive pragmatics studies involving Polish EFL speakers184
5.4. Longitudinal studies of interlanguage pragmatics of non-native speakers188
5.5. Interlanguage pragmatics with regard to Polish learners198
5.6. Final reflections201
Chapter 6. The methodological setup of the research 203
6.0. Introduction203
6.1. Rationale behind the research205
6.2. Design of the research208
6.3. Participants in the longitudinal qualitative study217
6.4. Participants in the cross-sectional quantitative study220
6.5. Research instruments: DCT and MDCT221
6.6. Independent variables in the measurement instruments231
6.7. Research questions239
6.8. Data analysis procedures242
6.9. Final reflections245
Chapter 7. How Poles learn PC in EFL: Data analysis 248
7.0. Introduction248
7.1. Data overview – the cohort study248
7.2. Changes in the cohort’s PC over independent variables (RQ 1)257
7.2.1. Distribution of requestive data across independent variables: A qualitative analysis258
7.2.2. Distribution of requestive data across independent variables: A quantitative analysis279
7.2.3. Utterance length per scenario280
7.2.4. Conclusions to RQ 1282
7.3. Changes in the cohort’s PC in subsequent years (RQ 2)290
7.3.1. Analysis of the scenarios from longitudinal perspective291
7.3.2. Conclusions to RQ 2: Research sub-questions answered313
7.4. Interlanguage processes (RQ 3)332
7.4.1. Interlanguage processes in the corpus333
7.4.2. Conclusions to RQ 3346
7.5. Conclusions to the cohort study347
7.6. Data overview – the cross-sectional study353
7.6.1. Analysis of the cross-sectional data355
7.6.2. Conclusions to the survey study358
7.7. Spin-off from research from research into PC of teachers359
7.8. Conclusions to the mixed-methods study: Indicators of ‘pragmatic accent’361
End matter 368
Summary of findings368
Implications369
Theoretical implications370
Methodological implications371
Pedagogical implications372
Limitations to the study and future perspectives376
References 380
Appendices 408
Interjęzykowa kompetencja pragmatyczna: ‘Akcent pragmatyczny’ w podłużnym studium nabywania języka angielskiego jako obcego w Polsce (Streszczenie)440

Pragmaticsandlearningaforeignlanguage

placeoccasionsrequiringspeechactivity”(Wierzbickaibid.).Theyusually

rangefromHasetofrigidformulaetoasetofconversationalprescriptions,

whichmaybeflledinavarietyofacceptablefashions”(Herbert1991:382).

Conventionalizedexpressions12tiedupwithsituationsarelabeledHsitua-

tion-boundutterances”(SBU;Kecskés2000,Mey2004).Othertermsusedare:

prefabricatedexpressions(prefabs),formulaicexpressions,verbalroutines

(Coulmas1981a,b),gambits13(Keller1981),orformulaicsequences(Wray

2002),tonamebutafew.TheyareHhighlyconventionalizedprepatterned

expressionswhoseoccurrenceistiedtomoreorlessstandardizedcommuni-

cationsituations”(Coulmas1981a:2-3),andwhichsupportsocialinteraction.

Thisiswhytheybearapragmaticcharacter.Theyhavealsobeenclassifedby

Watts(2003)asmarkersofpoliteness1.

Phrasesutteredwhenpeoplecomplimenteachothercanserveasasub-

stantiationofSBUs.ResearchfndingsoncomplimentsinAmericanEnglish

publishedbyManesandWolfson(1981),inSouthAfricanandNewZealand

EnglishpublishedbyHerbert(1989)andHolmes(1988)respectively,togeth-

erwiththeconclusionsfromthestudyintoPolishcomplimentscarriedout

byHerbert(1991),indicatethatcomplimentsHarehighlystructuredformulae

whichcanbeadaptedwithminimalefforttoawidevarietyofsituationsin

whichafavorablecommentisrequiredordesired”(ManesandWolfson1981:

123).Forexample,two-thirdsofalladjectivalcomplimentswhichManesand

Wolfson(1981:116-117)collected(72differenttypesintotal)madeuseof

onlyfvedifferentadjectives:nice,good,beautiful,pretty,great.Additionally,

therepertoireofverbsinAmericanEnglishcomplimentswaslimitedto:like,

love,admire,enjoyandbeimpressedbyl

Pragmaticroutinesmaytaketheformofmemorized,prepatternedchunks

orevenshorttexts,e.g.,howareyou?,orpatterns,i.e.,Hpartiallyunanalyzed

stretcheswithoneormoreopenslots”,e.g.,Iwouldappreciateif...,Iwonderif

you’dmind...(Barron2003:137).ForthisbookImodalizedexpressions’which

looklikequestionsbutfunctionasrequests(Coulmans1981:7)areofspecial

importance,e.g.,CanI...?,Would/couldyou...?lTherearealsoafewSBUs

amongEnglishrequests,e.g.,Whydon’tyou..?,Howabout...?.Awordofcau-

tionneedstobeaddedatthispoint:itisnotmyintentiontoclaimthatineach

situationsimilarformulaeappearbutratherthatthereareconventional,situ-

12AsummaryoftheideaspresentedintheparagraphsthatfollowcanbefoundinLankie-

wiczetal.(2014b:91-93).

13GambitsconstituteamorerestrictedgroupencompassingunitswhichHservetointroduce

whatthespeakerisabouttosay”ortoHbowoutofaconversation”(Keller1981:94).Assuch

theyveryoftenHsignalthatthestretchofutterancetofollowistobetakeninaparticularman-

ner,forinstanceasanopinion”(Keller1981:97)ortoplacethespeakerandhearerHintocertain

structuralformations”(Keller1981:100;cf.alsoWray2002:8-9).

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Interlanguage programic competence: a longitudinal study of ‘pragmatic accent’ in learning EFL

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