Pragmatic Comprehension of High and Low Level English Language Learners.

Autor/in	Garcia, Paula
Titel	Pragmatic Comprehension of High and Low Level English Language Learners.
Quelle	In: Teaching English as a second or foreign language, 8 (2004) 2, S. 1-15 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Literaturangaben; Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Empirische Forschung; Quantitative Forschung; Verstehen; Anfangsunterricht; Fortgeschrittenenunterricht; Hörverstehensübung; Pragmatik (Ling); Vergleichende Analyse; Fremdsprachenunterricht; Englischunterricht; Bedeutung; USA
Abstract	The presented study compares the performances of 16 advanced and 19 beginning English language learners on a listening comprehension task that focused on linguistic and pragmatic processing. Processing pragmatic meaning differs from processing linguistic meaning because pragmatic meaning requires the listener to understand not only linguistic information, such as vocabulary and syntax, but also contextual information, such as the role and status of the interlocutor (Rost, 2002). The study used a theoretical framework of pragmatic processing (Thomas, 1995) that included the comprehension of speech acts, in which the speaker tries to do something or get the hearer to do something (Searle, 1969), and conversational implicatures, in which the speaker expresses attitudes and feelings using indirect utterances that must be inferred by the hearer (Grice, 1975). T-test results indicate developmental differences in comprehension of pragmatic meaning. Pearson correlation results support construct differences between linguistic and pragmatic comprehension, and between the comprehension of speech acts and the comprehension of implicatures. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2023/1