Pragmatic Awareness in a Second Language Setting: The Case of L2 Learners of Greek

Autor/in	Bella, Spyridoula
Titel	Pragmatic Awareness in a Second Language Setting: The Case of L2 Learners of Greek
Quelle	In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 31 (2012) 1, S.1-33 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8507
Schlagwörter	Grammar; Foreign Countries; Native Speakers; Pragmatics; Metalinguistics; Second Language Learning; Comparative Analysis; Role; Second Language Instruction; Greek; Interlanguage; Greece + Suchen Sie Ihr Suchwort? Grammatik; Ausland; Muttersprachler; Pragmalinguistik; Metalanguage; Metasprache; Zweitsprachenerwerb; Rollen; Fremdsprachenunterricht; Grieche; Griechisch; Zielsprache; Griechenland
Abstract	This study explores the pragmatic awareness of instructed L2 learners of Greek (economic migrants) by examining the extent to which these learners display differences in their recognition and rating of pragmatic and grammatical violations. Methodologically, the study is largely based on the Bardovi-Harlig & Dornyei (1998) study on pragmatic awareness However, unlike the former, it does not compare SL and FL learners, but two groups of SL learners with different length of residence in Greece. Hence, it attempts to reach conclusions with respect to the impact of residence on the development of pragmatic awareness. It is shown that both learner groups consistently recognise grammatical violations with greater frequency than pragmatic ones and rate the former as more severe than the latter. It is concluded that for this particular learner sample, length of residence alone is not a sufficient condition for the development of pragmatic awareness. The suggestion is made that this is due at least partly to the special circumstances of the participants, which do not allow for sufficient opportunities for social contact with native speakers. The conclusions have important implications both for the role of the L2 setting in pragmatic development and for language instruction. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10