Yuan-Shan Chen
Biographic Data
| ID | 3739992 |
|---|---|
| NAME | Yuan-Shan Chen |
| GIVEN NAMES | Yuan-Shan |
| FAMILY NAME | Chen |
| SIGNATURE | CHEN Y |
| AFFILIATIONS | Department of Applied English , National Chin-Yi University of Technology , No. 57, Sec. 2, Zhongshan Rd., Taiping Dist. , Taichung 411030 , Taiwan, ROC |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
The relative effects of corrective feedback and language proficiency on the development of L2 pragmalinguistic competence: The Case of Request Downgraders
In recent years, corrective feedback has attracted L2 pragmatics researchers’ attention. This study examined the effects of direct and metapragmatic corrective feedback on the learning of request downgraders for Chinese learners of English. Eighty college students were divided into four groups: (1) high proficiency + direct feedback, (2) high proficiency + metapragmatic feedback, (3) low proficiency + direct feedback, and (4) low proficiency + me…
Individual versus pair work on L2 speech acts: Production and cognitive processes
This study aims to examine the extent to which peer collaboration affects EFL learners’ speech act production and cognitive processes. Eleven EFL students in the individual group and 22 students (11 pairs) in the collaborative groups were asked to report their cognitive processes when working on a written discourse completion task (WDCT). The WDCT performances were rated on a five-point Likert-type scale, and the verbalizations were analyzed in t…
Validation of a multiple-choice implicature test: Insights from Chinese EFL learners’ cognitive processes
In the past decades, implicature has been recognized as an indispensable topic in L2 pragmatics research. While various instruments have been used to test implicature knowledge, scant research has verified their construct validity of implicature items by examining test takers’ cognitive processes while responding to them. In response to this research gap, Roever, Carsten. 2005. Testing ESL pragmatics: Development and validation of a web-based ass…
The Effects of L2 Proficiency on Pragmatic Comprehension and Learner Strategies
The present study aimed to examine the effect of proficiency on the pragmatic comprehension of speech acts, implicatures, and routines, as well as the way learners of different proficiency levels employ strategies when comprehending a pragmatic task. Thirty-three high-proficiency and forty-one low-proficiency Chinese learners of English completed a multiple-choice discourse completion task (MDCT). Of the participants, six were selected from the t…
On the Relationship between Intrinsic Saliency and Implicit Learning of Apologetic Strategies: The Case of Taiwanese EFL Learners
The current study explored the relationship between the intrinsic saliency of apologetic strategies and the effects of implicit learning. Seventeen Taiwanese English as a Foreign Language (EFL) learners with intermediate proficiency participated in the experiment with a pretest on apology in the first week, a noticing session in the second week and a posttest in the third week. The results from the noticing session indicated that providing reason…
Awareness of Linguistic Ambiguity and Translator Training
As a first step toward understanding the relationship between conscious awareness of linguistic knowledge and translation performance, this study investigated whether enhancement of trainee translators’ awareness of linguistic ambiguity helped them increase their awareness of ambiguity in translation and whether the effects were correlated with the participants’ language proficiency. Forty-six first-year undergraduate students from a translation …
Effects of peer collaboration on EFL learners’ comprehension of conversational implicatures
English as a lingua franca: From theory to practice
English as a lingua franca (ELF) refers to ‘any use of English among speakers of different first languages for whom English is the communicative medium of choice, and often the only option’ (Seidlhofer, 2011, p. 7*). ELF research started relatively recently. It was only discussed occasionally in the last century. Landmark changes were the publications of Jenkins (2000*) and Seidlhofer (2001*). These works inspired more research into ELF, as witne…
The effect of learner–learner interactions on a multiple-choice discourse completion task
University students' perceptions of ELF in mainland China and Taiwan
Chinese learners' cognitive processes in writing email requests to faculty
Developing Chinese EFL learners' email literacy through requests to faculty
Symposium: The contexualization of teaching and learning English as an international language
Presented at the 16th World Congress of Applied Linguistics (AILA), Beijing Foreign Studies University, China, 24 August 2011. SLA research has long been challenged by the flawed comparison of L2 learners to native speakers (Bley-Vroman 1983). Since the start of the new millennium, applied linguists have paid increasing attention to studies of English as a lingua franca (ELF), defined as ‘communication in English between speakers with different f…
American and Chinese complaints: Strategy use from a cross-cultural perspective
Complaining has been an under-represented speech act in cross-cultural pragmatics. Unlike the well-defined speech acts such as apologizing, requesting, and complimenting, complaining is comparatively more complex in that it has no pre-determined forms and the interpretations are often negotiable. In this study, a total of 40 American and Taiwanese university students were recruited and asked to fill out a discourse completion test (DCT) containin…
Developing Chinese EFL learners' email literacy through requests to faculty
American and Chinese complaints: Strategy use from a cross-cultural perspective
Complaining has been an under-represented speech act in cross-cultural pragmatics. Unlike the well-defined speech acts such as apologizing, requesting, and complimenting, complaining is comparatively more complex in that it has no pre-determined forms and the interpretations are often negotiable. In this study, a total of 40 American and Taiwanese university students were recruited and asked to fill out a discourse completion test (DCT) containin…
University students' perceptions of ELF in mainland China and Taiwan
Chinese learners' cognitive processes in writing email requests to faculty
Effects of peer collaboration on EFL learners’ comprehension of conversational implicatures
American and Chinese complaints: Strategy use from a cross-cultural perspective
Complaining has been an under-represented speech act in cross-cultural pragmatics. Unlike the well-defined speech acts such as apologizing, requesting, and complimenting, complaining is comparatively more complex in that it has no pre-determined forms and the interpretations are often negotiable. In this study, a total of 40 American and Taiwanese university students were recruited and asked to fill out a discourse completion test (DCT) containin…
Symposium: The contexualization of teaching and learning English as an international language
Presented at the 16th World Congress of Applied Linguistics (AILA), Beijing Foreign Studies University, China, 24 August 2011. SLA research has long been challenged by the flawed comparison of L2 learners to native speakers (Bley-Vroman 1983). Since the start of the new millennium, applied linguists have paid increasing attention to studies of English as a lingua franca (ELF), defined as ‘communication in English between speakers with different f…
University students' perceptions of ELF in mainland China and Taiwan
Chinese learners' cognitive processes in writing email requests to faculty
Developing Chinese EFL learners' email literacy through requests to faculty
The effect of learner–learner interactions on a multiple-choice discourse completion task
Effects of peer collaboration on EFL learners’ comprehension of conversational implicatures
English as a lingua franca: From theory to practice
English as a lingua franca (ELF) refers to ‘any use of English among speakers of different first languages for whom English is the communicative medium of choice, and often the only option’ (Seidlhofer, 2011, p. 7*). ELF research started relatively recently. It was only discussed occasionally in the last century. Landmark changes were the publications of Jenkins (2000*) and Seidlhofer (2001*). These works inspired more research into ELF, as witne…
The Effects of L2 Proficiency on Pragmatic Comprehension and Learner Strategies
The present study aimed to examine the effect of proficiency on the pragmatic comprehension of speech acts, implicatures, and routines, as well as the way learners of different proficiency levels employ strategies when comprehending a pragmatic task. Thirty-three high-proficiency and forty-one low-proficiency Chinese learners of English completed a multiple-choice discourse completion task (MDCT). Of the participants, six were selected from the t…
On the Relationship between Intrinsic Saliency and Implicit Learning of Apologetic Strategies: The Case of Taiwanese EFL Learners
The current study explored the relationship between the intrinsic saliency of apologetic strategies and the effects of implicit learning. Seventeen Taiwanese English as a Foreign Language (EFL) learners with intermediate proficiency participated in the experiment with a pretest on apology in the first week, a noticing session in the second week and a posttest in the third week. The results from the noticing session indicated that providing reason…
Awareness of Linguistic Ambiguity and Translator Training
As a first step toward understanding the relationship between conscious awareness of linguistic knowledge and translation performance, this study investigated whether enhancement of trainee translators’ awareness of linguistic ambiguity helped them increase their awareness of ambiguity in translation and whether the effects were correlated with the participants’ language proficiency. Forty-six first-year undergraduate students from a translation …
Validation of a multiple-choice implicature test: Insights from Chinese EFL learners’ cognitive processes
In the past decades, implicature has been recognized as an indispensable topic in L2 pragmatics research. While various instruments have been used to test implicature knowledge, scant research has verified their construct validity of implicature items by examining test takers’ cognitive processes while responding to them. In response to this research gap, Roever, Carsten. 2005. Testing ESL pragmatics: Development and validation of a web-based ass…
Individual versus pair work on L2 speech acts: Production and cognitive processes
This study aims to examine the extent to which peer collaboration affects EFL learners’ speech act production and cognitive processes. Eleven EFL students in the individual group and 22 students (11 pairs) in the collaborative groups were asked to report their cognitive processes when working on a written discourse completion task (WDCT). The WDCT performances were rated on a five-point Likert-type scale, and the verbalizations were analyzed in t…
The relative effects of corrective feedback and language proficiency on the development of L2 pragmalinguistic competence: The Case of Request Downgraders
In recent years, corrective feedback has attracted L2 pragmatics researchers’ attention. This study examined the effects of direct and metapragmatic corrective feedback on the learning of request downgraders for Chinese learners of English. Eighty college students were divided into four groups: (1) high proficiency + direct feedback, (2) high proficiency + metapragmatic feedback, (3) low proficiency + direct feedback, and (4) low proficiency + me…
Psychology (13 works) · EFL/ESL Teaching and Learning (11 works) · Linguistics (11 works) · Computer Science (10 works) · Discourse Analysis in Language Studies (8 works) · Language, Discourse, Communication Strategies (7 works) · Mathematics education (6 works) · Cognition (5 works) · Cognitive psychology (4 works) · Language, Metaphor, and Cognition (4 works)