Examining interlanguage pragmatics from a relevance-theoretic perspective
Challenges in L2 production
Bibliographic Data
| ID | 12859673 |
|---|---|
| Authors | Erika Marcet (0000-0001-7131-5593, University of Limerick, corresponding author), Ryoko Sasamoto (0000-0002-1644-6897, Dublin City University) |
| Year | 2023 |
| Volume | 20 |
| Issue | 4 |
| Pages | 405-427 |
| Publication date | 2023-08-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Intercultural Pragmatics (JOURNAL) |
| Journal identifiers | ISSN: 1612-295X • E-ISSN: 1613-365X |
| Publisher | De Gruyter (PUBLISHER • DE) |
| DOI | 10.1515/ip-2023-4003 |
| OpenAlex | W4385836310 |
| Language | EN |
| Citations received | 2 |
| References cited | 42 |
This paper explores three pragmatic challenges that learners of Japanese as L2 encountered during their study abroad programs and work placements in Japan. These challenges are examined within the framework of Relevance Theory. Research on interlanguage pragmatics of L2 Japanese is limited in scope, as studies mostly focus on speech acts and other sociolinguistic and interactional strategies. As a result, researchers have yet to formally establish how learners of Japanese have difficulties in regard to their production of meaning. This study draws on open-ended questionnaires, semi-structured interviews and focus group discussions to determine the pragmatic competence of L2 students across two Irish universities. The study demonstrates that learners have difficulties with processing both linguistic encoding and phenomena that involve inference. That is, learners’ inability to activate their pragmatic competence hinders their ability to produce communicative acts. Findings lend support to the need to enhance pragmatic competence among L2 learners through specific cognitive processes. This paper also contributes to the need for interlanguage pragmatics to be pursued in conjunction with current developments in Relevance Theory. It is argued that ideas developed within Relevance Theory can be particularly beneficial to the teaching and learning of pragmatic competence in the L2 classroom
Cognition · Interlanguage · Linguistics · Pragmatics · Relevance (law · Relevance theory · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology
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Genres and pragmatic competence
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| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |