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

本研究发现，当日本英语学习者在不依赖老师的显性解释而需要归纳学习目标形式的内隐输入条件下学习复杂的双句式请求形式时，通过课堂活动提高英语水平的动机学习者和听力能力较高的学习者能够注意到目标形式。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。

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.