Negative Pragmatic Transfer and Language Proficiency: American Learners of Arabic

Autor/in	Morkus, Nader
Titel	Negative Pragmatic Transfer and Language Proficiency: American Learners of Arabic
Quelle	In: Language Learning Journal, 49 (2021) 1, S.41-65 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2018.1474247
Schlagwörter	Transfer of Training; Semitic Languages; Second Language Learning; Second Language Instruction; Correlation; Language Proficiency; Pragmatics; Vignettes; Foreign Countries; Native Language; Native Speakers; Social Status; Communicative Competence (Languages); Learning Strategies; Comparative Analysis; Language Variation; North American English; Interlanguage; Speech Acts; Intensive Language Courses; Summer Programs; Role Playing; Teaching Methods; Egypt + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Arabisch; Hebräisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Language skill; Language skills; Sprachkompetenz; Pragmalinguistik; Ausland; Muttersprachler; Sozialer Status; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sprachenvielfalt; Amerikanisches Englisch; Zielsprache; Sprechakt; Intensivkurs; Sprachkurs; Sommerkurs; Rollenspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Ägypten
Abstract	This study investigated the relationship between language proficiency and negative pragmatic transfer from a first language (L1), focusing on the speech act of refusal as realised by American learners of Arabic as a Foreign Language (AFL) in Egyptian Arabic. Twenty American AFL learners (10 intermediate and 10 advanced) and 2 baseline groups (10 native speakers of Egyptian Arabic and 10 native speakers of American English) participated in the study. Data were collected using enhanced open-ended role plays, which consisted of six scenarios eliciting refusals of requests and offers in lower, equal and higher status situations. The study is significant because it is the first to examine issues of pragmatic competence and transfer among American learners of AFL. Results showed that both learner groups engaged in negative pragmatic transfer from English with regard to the overall frequency of direct and indirect strategies, individual refusal strategies, strategy use relative to status and discourse-level transfer. The findings also showed that the intermediate learners engaged in negative pragmatic transfer more frequently than their advanced counterparts. Additionally, learners sometimes used patterns that deviated from the norms of both learners' L1 and their target second language (L2). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01