Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning
Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning
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DOI：
10.2307/3587583
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发表时间：
1998-06-01
期刊：
影响因子：
3.2
通讯作者：
Dornyei, Z
中科院分区：
文献类型：
--
作者：
Bardovi-Harlig, K;Dornyei, Z
第二语言学习者往往在缺乏语用能力的情况下发展语法能力（Bardovi-Harlig & Hartford，1990，1993）。为了更好地理解这一发展阶段是如何产生的，本研究探讨了受指导的二语英语学习者在多大程度上意识到学习者和目标语在语法和语用方面的差异，语法涉及话语的准确性，语用涉及特定情况下话语的适当性，扬声器和内容。我们使用了一盘录像带，其中包含20个场景，对两个国家（匈牙利和美国）的543名学习者和他们的教师（N = 53）进行了测试。以及在意大利的112名英语为外语者的二次样本。结果表明，英语学习者和他们的教师一致认为语法错误比语用错误更严重，而英语学习者和他们的教师则表现出相反的模式，认为语用错误比语法错误更严重。我们讨论了这种模式的可能原因及其对教学的影响。
L2 learners often develop grammatical competence in the absence of concomitant pragmatic competence (Bardovi-Harlig & Hartford, 1990, 1993). In an attempt to better understand how this developmental stage arises, this study explores the extent to which instructed L2 learners of English are aware of differences in learners' and target-language production in grammar, which addresses the accuracy of utterances, and pragmatics, which addresses the appropriateness of utterances given specific situations, speakers, and content. We used a videotape with 20 scenarios to test 543 learners and their teachers (N = 53) in two countries (Hungary and the U.S.) as well as a secondary sample of 112 EFL speakers in Italy. The results show that whereas EFL learners and their teachers consistently identified and ranked grammatical errors as more serious than pragmatic errors, ESL learners and their teachers showed the opposite pattern, ranking pragmatic errors as more serious than grammatical errors. We discuss the possible causes of this pattern and its implications for teaching.