The role of pragmalinguistic awareness and the effects of individual difference factors in developing second language pragmatic competence

语用意识和个体差异因素对二语语用能力发展的影响

• 批准号: 19520518
• 负责人: TAKAHASHI Satomi
• 金额: $ 1万
• 依托单位: Rikkyo University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2007
• 资助国家: 日本
• 起止时间: 2007 至 2009
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-19520518/
• 关键词: 第二言語習得理論; 中間言語語用論; 気づき; インプット研究; 英語依頼表現; 英語; 依頼表現; 英語習熟度; リスニング; 談話完成テスト; ディクテーション; 動機づけ; ビデオ; 依頼負担度; 場面選定; ロールプレイ

The present study revealed that when Japanese learners of English learn complex bi-clausal request forms in the implicit input condition in which they need to inductively learn the target forms without relying on explicit explanation provided by their teacher, learners who are motivated to improve their English through classroom activities and those who demonstrate high listening abilities are able to notice the target forms. However, it was also found that learners' awareness of the target pragmalinguistic forms does not necessarily lead them to their stable acquisition of these forms.

本研究发现，当日本英语学习者在不依赖教师明确解释的条件下，通过内隐输入的方式来学习复杂的双分句请求格式时，具有通过课堂活动提高英语水平动机的学习者和听力水平高的学习者能够注意到目标格式。然而，研究也发现，学习者对目标语用语言形式的意识并不一定会导致他们对这些形式的稳定习得。