Learning to Say What You Mean in a Second Language: A Study of the Speech Act Performance of Learners of Hebrew as a Second Language1
Learning to Say What You Mean in a Second Language: A Study of the Speech Act Performance of Learners of Hebrew as a Second Language1
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学习用第二语言表达你的意思：希伯来语作为第二语言学习者言语行为表现的研究1
DOI：
10.1093/applin/iii.1.29
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发表时间：
1982
影响因子：
3.6
通讯作者：
S. Blum
中科院分区：
文献类型：
--
作者：
S. Blum
希伯来语的成年母语者，希伯来语的英语学习者，和一个额外的一组母语为英语的人进行了话语完成测试。研究结果表明，中介语言语行为的实现在一定程度上得益于非语言特有的语用能力的激活。在母语或目标语中，遵守使用惯例并不一定是明显的，受试者通常通过不同于这两种惯例的策略来实现目标语中的言语行为。研究表明，学习者偏离母语者的首选言语行为，往往是选择不那么直接的表达方式，从而违反了目标语言的社会规范。偏离分析表明，语用能力和语言能力水平与第二语言习得过程相互作用，决定中介语言语行为的实现。这项研究支持了可比言语行为
Adult native speakers of Hebrew, English-speaking learners of Hebrew, and an additional group of native English speakers were administered a discourse-completion test. Results indicate that to some extent speech-act realization in interlanguage benefits from the activation of a non language-specific pragmatic competence. Conformity to the conventions of use in the native or target language was not necessarily in evidence, and subjects often realized a speech act in the target language by a strategy that differed from both conventions. Learners were shown to violate social norms in the target language by deviating from the preferred speech acts of native speakers, often by choosing less direct formulations. An analysis of deviations reveals that pragmatic competence and the level of linguistic competence interact with second language acquisition processes in determining speech-act realization in the interlanguage. This research supports the position that comparable speech act