Acquisition of Pragmatic Routines by Learners of L2 English: Investigating Common Errors and Sources of Pragmatic Fossilization

Autor/inn/en	Tajeddin, Zia; Alemi, Minoo; Pashmforoosh, Roya
Titel	Acquisition of Pragmatic Routines by Learners of L2 English: Investigating Common Errors and Sources of Pragmatic Fossilization
Quelle	In: TESL-EJ, 21 (2017) 2, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Pragmatics; Error Analysis (Language); Indo European Languages; Native Language; Language Tests; Language Proficiency; Interviews; Transfer of Training; Linguistic Input; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Pragmalinguistik; Error analysis; Language; Fehleranalyse; Indoeuropäisch; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Interviewing; Interviewtechnik; Training; Transfer; Ausbildung; Sprachbildung; Ausland
Abstract	Unlike linguistic fossilization, pragmatic fossilization has received scant attention in fossilization research. To bridge this gap, the present study adopted a typical-error method of fossilization research to identify the most frequent errors in pragmatic routines committed by Persian-speaking learners of L2 English and explore the sources of fossilization. In the first phase of the study, a pragmatic routines test was administered to 230 male and female participants to determine the typical errors and their persistence across different proficiency levels. In the second phase, retrospective interviews were conducted to explore the sources of the errors in pragmatic routines committed by 15 highly fossilized advanced learners. The findings revealed that the frequent errors in pragmatic routines were mainly due to sociopragmatic failure. It was found that first language transfer, lack of knowledge, and overgeneralizations were among the most frequent sources of pragmatic fossilization. This can be due to the nonauthentic poor-input pedagogical setting in which EFL learners fail to acquire the appropriate pragmatic routines. This study has implications for pragmatic instruction and pragmatic fossilization studies. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01