Interlanguage Pragmatics

The revolution taking place across the world and Nigeria are of diverse forms, some overt and some others covert. Among the covert ones are the gradual introduction of social robots in form of sex dolls, also known as female humanoids into homes. These dolls are designed and advertised for companionship, sexual stimulation, artistic representations of human fantasy, and other creative reasons. These human-like entities of various sizes and shapes can be inflated before use, and deflated after use by the male owner, and many women may not know that such objects are in their houses competing with them. This paper attempts to interrogate this emerging trend, and argues that the status of women will gradually wane with the introduction of sex dolls, explores the negative effects of the presence of these female humanoids on the image and dignity of women through the use of online questions from the Google platform that got anonymous responses from respondents. The survey and qualitative content analysis methods woven around Fairclough"s CDA were used to analyse the data. Findings show that sex dolls can never take the complementary role played by real females to their male counterparts in the society; as such, the female gender needs no redefinition. It opines that there is a need to reiterate and uphold the traditional status of women as being complementary to men, and not just as object of fun. It offers further recommendations that will assist women cope in this humanoid society, and concludes that the unconscious shifting of the traditional roles of the female gender to artificial beings will have unquantifiable consequences on the family and the society at large. The study concludes that this emerging trend of men having intimate relationship with female humanoids will likely cause fundamental changes in the meaning of social interaction and the nature of human communication in the society.

This study investigated changes in the use of mitigation and face negotiation in interaction in two advanced-level Chinese learners over eight weeks in China. Data included video-recordings of semi-structured interviews between the learners and a Chinese native speaker as well as their stimulated recalls with the recorded interviews. Sequential analysis of their use of mitiga-tion showed that, at the beginning of their study abroad (SA), the learners used the dànshì /kěshì ('but') clause but did not use the four mitigation forms identified as common sentential mitigation devices in Chinese corpora (redupli-cation of verbs, verb + yīxià, the sentence final particle ba, and a/ya). Eight weeks later, they started using the sentence final particle ba, but not the other three common sentential mitigation forms. At the discourse level, they used single pre-and post-expansions at the beginning of SA; eight weeks later, they started using multiple pre-and post-expansions. The stimulated recall data revealed that the learners' use of mitigation in both the pre-and post-interviews was based on their face (i.e., pubic self-image) consideration in interaction.

The issue of whether polite language usage should be taught in a foreign language classroom is actually preceded by the equally complex question of what gestures, language strategies, or attitudes represent politeness for a given culture. While many may view politeness as a conceptual, or even ideological matter, it can also be interpreted as an opportunity to translate daily practice and customs into an essential classroom exercise. In the course of my work as an educator of Hungarian as a Second Language and researcher in the field of empirical pragmatic linguistics, it is rather the latter aspects of these questions – those pertaining to the instruction of foreign language students in the nuances of how Hungarian culture constructs politeness – that have fueled and continue to fuel my interest.

An understanding of sociocultural context is crucial in second language learning-yet developing this awareness often poses a real challenge to the typical language learner. This book is a language teachers' guide that focuses on how to teach socially and culturally preferred language for effective intercultural communication. Moving beyond a purely theoretical approach to pragmatics, the volume offers practical advice to teachers, with hands-on classroom tasks included in every chapter. Readers will be able to: a) the link between language use, linguacultural diversity, and multilingual identity, b) identify possible causes of learner errors and choices in intercultural communication, c) understand applied linguistics theories that support culturally sensitive classroom practices, d) develop a pragmatics-focused instructional component, classroom-based assessments, and curricula, e) help learners to become more strategic about their learning and performance of speech acts, f) incorporate technology into their approach to teaching pragmatics. This book aims to close the gap between what research in pragmatics has found and how language is generally taught today. It will be of interest to all language teachers, graduate students in language teaching and linguistics, teacher educators, and developers of materials for teaching language.

Within this book chapter, we attempted to investigate the Turkish young-adult learners' interlanguage development on reflexive and referring pronouns, which is a problematic linguistic area that most EFL/L2 English learners mostly fail to attain. The findings of the study rely on partial access to this grammatical move by affirming binding theory.

The objective of this study was to employ a new tool for assessing pragmatic proficiency (over performance) in L2 students and to determine if pragmatic lessons on compliment sequences had a positive impact on L2 Spanish students’ intercultural competence. To this end, students at a Midwestern college engaged in live video chat pre-test conversations in Spanish in which a native speaker was instructed to compliment the student as to naturally assess the response. The student was not aware that s/he would be complimented; as such, this tool may be the most authentic way to assess student pragmatic proficiency within a classroom setting. For comparison purposes, a multiple choice test was also administered. After the pretests, pragmatic interventions on compliment sequences were presented in class, followed by a repeat of the pretests (now posttests). Growth between the tests was the main focus of the data analysis process. Statistical and anecdotal results indicate that the pragmatic lessons greatly increased the students’ ability to recognise appropriate compliment sequences in Spanish, but not to produce them. While these findings are not groundbreaking, the innovative nature of the assessment method used should encourage future researchers to use similar assessment techniques for measuring pragmatic proficiency.

The influence of mother tongue in non-native productions of French-speaking learners of Spanish

Conference: IPrA - Antwerp July 2015
Application for panel contribution: "Pragmatics in second language acquisition and bilingualism" (Didier Maillat, Sandrine Zufferey

Two noncrimp 3D woven carbon fibre composites (through thickness angle interlock) of binder volume fractions 3% and 6% were characterised for their response to applied deformation. Experiments were performed at quasi static, medium and high strain rates under a large variety of load cases (tension in warp/weft direction, interlaminar/intralaminar shear, through thickness tension/compression, 3-point bending and plate bending). During the study, novel experimental methods were developed in order to address several challenges specific to 3D composite materials. The results show that, while the different binder volume fractions of 3% and 6% have only a small effect on the in-plane stiffness (warp and weft direction), its effect on the delamination resistance in plate bending experiments is considerable. This is a very important result for the use of these materials in the future. The availability, in previous publications, of complementary data for the matrix and the interface between matrix pockets and fibre bundles makes the comprehensive data set a generically useful reference for hierarchical numerical modelling strategies.

Language acquisition has strong relation with language awareness which is very important in order to be a good language user, because it is a person‘s sensitivity to and conscious awareness of language and its role in human life. It deals with explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use. Language awareness includes the knowledge about language, a conscious understanding of how languages work, of how people learn them and use them. In English language teaching the use of language in classroom interaction is not only for communication, it is also used to deliver norm through language, meanwhile in Indonesia, most of student is multilingual where they have already acquired languages, including their mother tongue and their national language, the students‘ awareness in learning foreign language such English is a crucial issue to be considered. One of technique that can be used to develop students‘ language awareness is through discovery learning. It is an inquiry-based theory which encourages students to be active agents in their own learning process, including in language learning. Discovery learning in English language teaching allows the students to work on language by having a role in their own learning and developing their activity through the language. So, this paper aims to give an overview how to apply discovery learning in English language teaching to develop student language awareness.

Pragmatic competence is an indispensable dimension of overall language ability, and proper interpretation of implied meanings is a major constituent of pragmatic competence. In this regard, this study aimed to investigate the efficiency of a film-based instruction program devised to facilitate the interpretation of implied meanings in English. It was conducted with a quasi-experimental design. First, a multiple-choice discourse completion test was given to 144 English language teacher trainees with 77 people in the experimental group and 67 in the control group. After the 5-week instruction given to the experimental group, the test was administered to both groups again. The results revealed significant differences in favor of the experimental group. This makes the program a promising one as it made the participants, who were also prospective English as a Foreign Language (EFL) teachers responsible for helping their own students have pragmatic competence too, significantly more equip...

The purpose of this paper is to try to determine to what extent and in what way four Swedish textbooks on Spanish as a foreign language (SFL) treat pragmatic aspects, as well as to evaluate the potential and relevance of the metapragmatic information and activities related to pragmatic aspects provided by the textbooks, for the development of pragmatic awareness and competence in Spanish. This study parts from the notion of pragmatic competence as a skill of knowing how to create and understand meanings in interaction effectively (Thomas, 1995), which in intercultural interaction probably requires extra-linguistic knowledge more than language skills (cf. Bravo, 2005). The hypothesis postulated at the beginning of the study was that the manuals would not fully explain why certain language is being used in certain contexts, that the pragmatic content would be scarcely varied and rather difficult to assimilate and that the exercises would not be designed primarily to develop a pragmatic competence. To some extent it can be said that the hypothesis is confirmed: the manuals could have been more comprehensive in terms of the topics covered, they could also have varied and explained those issues further. Despite the fact that there seems to be an effort to incorporate extra-linguistic information and communicative activities, the results indicate that there is a lack of emphasis on or progression on how to treat these issues. For example, there are no didactic models or suggestions in the teacher’s guide, nor is additional information provided elsewhere; usually the metapragmatic information is not combined with any activities, and the activities that aim to develop communicative skills are not combined with further metapragmatic information.

Informed by a bridging activities model (Thorne & Reinhardt, 2008), we designed and implemented a series of activities using Facebook to develop elementary level Korean learners’ socio-pragmatic awareness of the use of Korean honorifics. Nine students took part in the activities, which involved student collaboration to create five invented profiles and shared resources, guided analysis of expert/native use, role play activities to practice new socio-grammatical understandings, and analysis of peer production. Based on analysis of student work and post-instructional surveys, we found evidence for the development of sociopragmatic awareness, as demonstrated by the practice of pragmatic flouting, the understanding of contextual constraints on use, and the creative use of Facebook affordances.

The number of studies focusing on the role of gender and language learning experience in interlanguage pragmatic development is limited in ESL contexts. Iranian EFL context is not an exception and few investigations have been conducted in this regard. Therefore, the current investigation attempted to study the impact of gender and English language learning experience (LLE) on speech-act interlanguage pragmatic (ILP) performance of Iranian EFL learners. Gender was treated as a biological factor and language learning experience was operationalized as the number of years spent for learning English and the participants were divided into three groups of 1 to 2 years, 3 to five years, and plus 6 years. A multiple-choice discourse completion test (MDCT) including five common English speech acts (request, apology, refusal, complaint, and compliment/compliment responses) was developed and validated by the use of native speakers. A 35-item MDCT was achieved after two pilot studies by native and nonnative speakers. This ILP test was administered to 500 Iranian EFL learners to obtain the required data. The results obtained from an independent t-test revealed that there was no significant difference between female vs. male participants’ speech-act performances. However, a one-way ANOVA showed that there were significant differences among the ILP performances of the three groups with different language learning experiences. Then, applying a Tukey test indicated that leaners that had spent more years for language learning, had higher speech-act ILP scores. The findings of this study indicated that students with more language learning experience can absorb speech acts better.

Ishihara, N. (in press). Teaching pragmatics in support of learner subjectivity and global communicative needs: A peace linguistics perspective. Idee in Form@zione: Periodico per la formazione degli insegnanti: Professionalita docente ed efficacia educative. Abstract Even with perfect grammar, we can offend our conversational partners or trigger misunderstandings if we fail to use language appropriately in sociocultural contexts. In this paper I focus on the pragmatics of a second or foreign language (L2) and address possible ways of highlighting contextualized language use in the classroom. Research in interlanguage pragmatics has shown that many aspects of pragmatics are amenable to instruction and that the process of acquiring pragmatic competence can be accelerated through explicit instruction in L2 settings

Speech acts shape the core of pragmatic competence and their mastery is a prerequisite for successful discourse encounters in an L2. Cross-cultural comparisons, as claimed by Johnstone (2018), are very effective for knowing and acquiring the speech acts. Accordingly, the purpose of this study was to compare a limited number of communicative routines in English and Persian within the framework of the Natural Semantic Metalanguage (NSM) developed by Wierzbicka (1991) and to examine if the words uttered by speakers at the surface level (exterior) would match their thoughts (interior) especially in such routines as compliment, request, and invitation patterns. The participants comprised 21 MA students studying Eng-lish language teaching. The data was obtained by a validated researcher-made questionnaire containing both structured and unstructured items and 10 scenarios on the basis of which the study participants provided comments, appropriate expressions, and responses. For the English routines, the data was obtained from three English plays. The aforementioned communicative routines in Persian were described in terms of their NSM while the metalinguistic components for the English routines were adopted from Wierz-bicka (1991). The results indicated that the NSM provided rich insights into subliminal cross-cultural differences. Since this study makes use of simple cultural scripts (similar to circumlocution) to describe communicative routines in both English and Persian, learners can easily understand differences within the hidden cross-cultural bound interactions. Implications of the study suggest that both EFL teachers and learners can gain more profound insights about the cross-cultural sociopragmatic differences between English and Persian.

In this lecture I will present an overview of the recent surge of interest in the field of emotion and multilingualism. I will show how cognitive psychologists, anthropologists and applied linguists collaborate using a combination of different research methodologies in order to answer common research questions. I will look at emotion words and expressions (swearwords, anger, declarations of love), which are generally perceived to be more emotional in multilinguals’ first language.  However, in some cases it is the foreign language that becomes more emotional. I will also consider the effect of foreign language instruction on the communication of emotion and on affective variables in the foreign language.

References
Dewaele, J.-M. (2008) The emotional weight of ‘I love you’ in multilinguals’ languages. Journal of Pragmatics, 40, 1753–1780.
-(2008) Appropriateness in foreign language acquisition and use: Some theoretical, methodological and ethical considerations. International Review of Applied Linguistics, 46, 235–255.
- (2010) Emotions in Multiple Languages. Basingstoke: Palgrave Macmillan.
- (2011) The differences in self-reported use and perception of the L1 and L2 of maximally proficient bi- and multilinguals: A quantitative and qualitative investigation. International Journal of the Sociology of Language, 208, 25-51.
- (2011) Reflections on the emotional and psychological aspects of foreign language learning and use. Anglistik, 22, 23-42.

See the full presentation on Youtube: http://youtu.be/RsqSqjsVa9s

The current study set out to assess the sociopragmatic appropriacy of
compliment response (CR) knowledge of Iranian learners of English as a foreign language (EFL) through data elicited by means of a written discourse completion task (DCT). The participants were comprised of 29 university students, aged 19–28, who were randomly selected and asked to respond to compliments received from either equal-status (=P) or higher-status (−P) interlocutors. Subsequently, Yu’s (2004) coding scheme of CRs and previous research on politeness were used with the aim of coding and analyzing the participants’ CRs as well as assessing their appropriacy in terms of (im)politeness in the intended sociocultural context. The results demonstrated a strong tendency among the participants to accept, rather than decline or question, compliments. The findings also suggest that the participants were reliant on both negative and positive politeness in unequal-status interactions (i.e., −P) and on positive politeness in equal-status situations (i.e., =P) by utilizing various strategies and linguistic devices to achieve sociopragmatic appropriacy. Furthermore, the participants proved to be relatively aware of the significance of the role of interlocutors’ power and social status in harmonizing interaction. However, the responses also included features that might be interpreted as partly inappropriate, particularly for interacting with higher-status interlocutors. This is interpreted as indicative of a need for instructional intervention in the pragmatics of CRs.

Japanese competency of freshmen at STBA YAPARI-ABA Bandung is still in elementary level. Language and cultural transfer still influence their utterances. Previous studies show that both positive and negative transfers are faced by foreign language learners when they utter the language they are learning. When negative transfer occurs, it will hamper Japanese learners in communicating in Japanese and cause misunderstandings. This study is aimed to describe some negative language transfer encountered by elementary students of Japanese language. Data are taken from students’ vlog about their daily activities and role-plays they recorded and uploaded to YouTube as a part of Kaiwa I assignments at STBA YAPARI-ABA Bandung. Using purposive sampling, data are taken from 20 students. Data validity is conducted using expert judgment with the help of a native speaker. This study contributes to enriching strategies in improving Japanese learners’ competencies and enriching knowledge for Japanese teachers in mitigating first language negative transfer.

KEYWORDS: utterances, vlogs, interlanguage pragmatic transfer

This study is about the presence of linguistic politeness in Brazilian and Spanish corporate e-mails. Applying a quantitative research technique in a corpus composed by electronic mails in Brazilian Portuguese and Peninsular Spanish, we searched for differences and/or similarities between both languages and cultures in the way of communicating via e-mails. Firstly, we discussed basic concepts about the discursive genre we used as our corpus. Following, we compared both languages regarding those concepts. Based, mainly, on sociocultural pragmatics, autonomy/affiliation (Bravo, 1999), and attenuation (Briz, 1998) studies, we analyzed Brazilian and Spanish requests. We tried to identify linguistic and sociocultural contrasts and similarities in the way of communicating written requests. We also verified the frequency and role of attenuation marks within these e-mails. Our results demonstrated some variation and resemblance in how both languages communicate requests. It seems that there is an over appreciation from the Brazilian Portuguese side, for using attenuators, in order to diminish the degree of imposition of a request, and therefore avoiding a possible instability between the interlocutors. This preference does not occur among the Spanish e-mail group. We found out that, although they are similar languages, their pragmatic choices in e-mail interaction do not seem to coincide.

The study examined the use of lexical and grammatical downgraders by Indonesian Intermediate learners of Korean language and compared their results to Korean native speakers. By comparing both populations, not only can it be expected to answer how good the learners use the downgraders, but also it can be used to find out what kind of factors have influenced the use of downgraders. Since Indonesian and Korean language have different types of downgraders to minimalize the effect of utterance, it can be assumed that there is a possibility that Indonesian Korean learners will use improper or unnatural expressions. In the first chapter, this paper exposed the importance of analyzing the use of downgraders by Indonesian learners and then followed by introducing downgraders related to previous researches. By reviewing the previous researches and observing their limitations, the research question was set up in two questions. To answer question number 1, this study examined the differences in the use of downgraders by dividing the population into three groups, Korean native speaker (KNS), Indonesian Intermediate high grade and low grade. And to answer question number 2, between the proficiency and the intensity of interaction, this research studied the effects of both factors and discussed which factor has a greater influence in the use of downgraders. In the second chapter, in order to understand downgraders, this chapter is divided into definition and types of downgraders. First, it described the definition and types of downgraders given from various researchers in English and Korean education. Then, by analyzing the downgraders types with consideration of Indonesian downgraders’ characteristics, the types of lexical and grammatical downgraders were arranged and explained for each type’s form. For the intensity of interaction, the survey’s questions for this research were formed by using the references from previous surveys. Chapter 3 described the process of pilot project and main research by also giving details on how it was performed. To answer question number 1, this research collected answers from 20 Korean native and 40 Indonesian Intermediate Learner students using the DCT (Discourse Completion Task). Also, to find out the differences between the learners, the learner group was divided into two groups, 24 Indonesian Korean learners with high level proficiency and 16 low level proficiency learners. The proficiency test was conducted using the questions taken from previous TOPIK exams. In chapter 4, the result of this research is described into two big topics in order to answer the research’s question. The first part discussed the differences in the uses between Korean Native Speaker and Indonesian Korean learners based on the types of downgraders and each situation. Each utterance by Indonesian Korean learners was compared to Korean native speaker’s utterance. Unnatural and improper utterances were discussed to find out the reason behind the phenomena. The second topic explained the factors which influenced the use of lexical and grammatical downgraders by Indonesian Korean intermediate learners. Overall, there are some results that were discussed. First, both groups of Indonesian Korean learners are able to perform the use of lexical and grammatical downgraders. But compared to native speakers, the learners have limitations on using several types of downgraders. Second, the use of lexical downgraders is higher than grammatical downgraders. Unlike native speakers, the learners tend to repeat the same types. Third, Indonesian language has a big influence in learners’s utterances. This effect makes the learners use improper or unnatural expression when they respond to threatening situations. Fourth, for the use of lexical downgraders, both token or type, the results showed that the intensity of interaction has a greater influence on the learners. However, due to the limitation of the token, the result for grammatical downgraders are not significant for both factors. In other words, both factors do not give significant influence to the use of grammatical downgraders by Indonesian Korean learners. Lastly, in chapter V, after discussing the results, conclusions were drawn by considering the importance of teaching lexical and grammatical downgraders in Korean language education program for Indonesian learners. Also, this research started a new topic for Indonesian Korean education especially on how the learners use the lexical and grammatical downgraders in each situation given. However, due to the limitation of the research method, this research was not able to cover intonation or non-linguistic types of downgraders.

“Us” and “them” or othering often brings about world’s most feared phenomenon, xenophobia. This qualitative study purposes to disclose attitudinal strategies used in Chinua Achebe’s “things Fall Apart”. An excerpt from it was analysed through the “APPRAISAL”, especially the “ATTITUDE”, and ‘PERIODICITY” theories. Results reveal that “us” is framed with 4 (+) values and only 2 in (-) while “them” is constructed through only 1 (+) value and 3 (-). The vast majority of the attitudinal strategies used is “Jdg.”, occurring 7 times making up 70%. The other which emerges is “Apr.” which appears only 3 times and contributes 30%.  As commonly held, “us” is narrated in more favors and fewer negatives and “them” in the opposite way to achieve planned hidden goals of persuasion.

The present study aims to investigate the pragmatic norms in complaint speech act by English and Persian native speakers. To this end, data were collected through an open-ended questionnaire in the form of discourse completion task (DCT) from 30 English and 30 Persian native speakers. The collected data were analyzed according to Murphy and Neu's (1996) modified taxonomy of complaint strategies. The results indicated that Persian native speakers tended to express their complaint explicitly by the use of criticism strategy, whereas English native speakers tended to express their dissatisfaction implicitly by the use of compliant strategy. Therefore, the awareness of the cultural differences between these two speech communities will help to avoid intercultural miscommunication. The findings of this study also showed that social status of interlocutor have an influence on the strategy choice of the speakers.

Greetings are one of the few speech acts that children are taught explicitly in their native language (Kakiuchi 2005). Yet, the communicative function that greetings serve is usually understood as subordinate to other purposes in the ultimate goal of communication (DuFon 1999). In the language classroom, this subordinate position often means that teaching greetings is neglected; too little attention is paid to the roles that greetings play in various cultures and how these roles may affect the ultimate goal of communication. This article will provide background information on this important speech act and instructional strategies for use in the classroom to help teachers equip their students with a critical component to successful interactions.This article also describes four awareness-raising tasks that introduce the greeting speech act as a cycle of explicit pragmatic instruction, including keeping a greeting journal, watching contemporary TV shows, using discourse completion tasks (DCTs), and participating in role plays and mingles.

Este estudio investiga la producción a través del role-play de tres actos de habla en español por parte de tres grupos diferentes de hablantes: nativos de español, nativos de inglés con un nivel avanzado de español, y nativos de inglés con un nivel intermedio de español. Se han tenido en cuenta variables como el nivel de los estudiantes, su experiencia en el extranjero, cuántos años llevaban estudiando la lengua o su propia autopercepción del nivel que tienen. Las transcripciones de los 108 vídeos grabados se han clasificado de acuerdo con los tres actos de habla, los tres grupos, y las estrategias de acción y reacción de cada acto de habla que habían establecido investigaciones anteriores.
Los resultados muestran que los grupos difieren entre sí tanto en la interpretación de cada uno de estos actos de habla como en las estrategias utilizadas para producirlos y reaccionar a ellos, tanto verbal como gestualmente, demostrando así que la competencia pragmática no se ha adquirido al mismo nivel que la competencia gramatical en los estudiantes del grupo avanzado. Se ha podido observar, pues, transferencia negativa tanto en las estrategias utilizadas, como en la extensión y el número de los turnos producidos en los grupos de hablantes no nativos.
Como producto final, además de esta tesis, se ha creado un corpus multimodal al cual tanto investigadores como profesores y alumnos podrán acceder fácilmente a través de internet para poder trabajar con los vídeos y sus transcripciones, las cuales pueden ser descargadas fácilmente.

Palabras clave: corpus, corpus multimodal, pragmática, actos de habla, competencia pragmática, lenguaje no verbal, ELE, adquisición de segundas lenguas, adquisición de lenguas extranjeras, SLA, FLA, FTA, actos amenazantes para la imagen, pragmática intercultural, pragmática sociocognitiva, sociolingüística, rechazo, cumplido, disculpa.

Whereas graduate English as a second language (ESL) students have been found to use a wide range of appropriate politeness strategies in email, studies have found that emails sent by undergraduate ESL students can be perceived as impolite (Biesenbach-Lucas, 2007). On the contrary, effective use of politeness strategies leads to positive perceptions of students' competence (Bolkan & Holmgren, 2012). Explicit instruction on netiquette guidelines can foster the ability to construct polite email messages. This paper offers a set of strategies and materials devoted to email writing for undergraduate students in ESL settings. The goal of the paper is to promote the development of sociopragmatic competence with a specific focus on electronic requests in academic contexts. In our overview of pedagogical materials and approaches, we draw on current literature regarding teaching pragmatics and on our own extensive experience working with English language learners both in the United States and abroad.

This article employs a pragmatic linguistic methodology to examine the verbal conflict in the so-called “Quarrel of the Queens” episode from the Nibelung Legend of Middle High German and Old Norse literature. Völsungasaga, Þiðreks saga af Bern, and Das Nibelungenlied portray the quarrel in sufficient detail to permit a comparative assessment of strategies of verbal conflict.

For An updated and improved version of this article, see chapter two of my recent book Discourse in Old Norse Literature, available in print and digital form on Amazon and through the publisher, Boydell & Brewer.

Amazon: https://www.amazon.com/Discourse-Old-Norse-Literature-Studies/dp/1843845970/ref=sr_1_1?crid=3THG7CF2A8QTQ&keywords=discourse+in+old+norse&qid=1646413314&sprefix=discourse+in+old+norse%2Caps%2C75&sr=8-1

B&B: https://boydellandbrewer.com/9781843845973/discourse-in-old-norse-literature/

As we have recognized, pragmatics is a branch of linguistics. This branch concerns with the use of language in social contexts and the ways in which we produce and comprehend meanings through language. It can be concluded that pragmatists focus on what is not explicitly stated and on how we interpret utterances in some situational contexts. What is said as with its force and what is communicated by the manner and style of an utterance are the senses which become main concerns in this branch of linguistics.

Though it may seem paradoxical, there are certain things that we can do just by saying what we are doing. This is possible if we use a verb that names the very sort of act one, which is performing. There is this speech act, which is the use of language to perform some act. In general, speech acts are acts of communication, whose success requires the audience to identify the speaker's intention. Then there are only some special people that can do extraordinary things with performative verbs, like baptizing a baby, declaring war, sentencing a convict, or awarding a penalty kick to a football team. For further information, we would limit our topic only ranging in speech act theory and performative verbs as well as the connection between those in daily conversation.

The present study investigates the pragmatic marker "you know" in native and learner English. Previous research on "you know" has suggested that it is highly frequent among native speakers but is used much less by non-native speakers, and that the latter do not use it intersubjectively but rather for discourse-organisational purposes. These claims are put to the test in a quantitative and qualitative analysis of four components of the Louvain International Database of Spoken English Interlanguage (LINDSEI), involving upper-intermediate to advanced Dutch, French, German and Spanish learners of English. Comparisons are made with native discourse as it appears in LINDSEI's reference corpus LOCNEC. Nine functions are attested for "you know" in the corpus, and none of these are restricted to the native corpus. Native and non-native speakers alike use you know in highly intersubjective contexts. The main differences between speaker groups are found in the frequency of use: all learner groups use "you know" consistently less frequently than their native peers, and there are markedly fewer learners in each group who use "you know" at all.

This paper reviews the current literature in teaching and learning pragmatics in Chinese as a second language. An exhaustive and inclusive literature search was conducted both electronically and manually to locate data-based studies on Chinese learners’ pragmatic competence and development published until 2015, yielding a total of 14 studies. These studies were grouped into three categories: (a) studies that documented pragmatic development in a study abroad context; (b) studies that examined heritage learner pragmatics; and (c) studies that tested the effectiveness of pragmatic-focused instruction. The paper discusses three generalizations emerged from the findings: (1) Chinese learners develop their pragmatic abilities while abroad, but initial ability, general proficiency, language contact, and social participation affect the development; (2) Heritage language learners have an advantage in pragmatics learning; and (3) Instruction helps pragmatics learning, but the effect varies across modalities of practice.

This study investigates learner engagement in pedagogic task performance by triangulating multiple sources of data to gain insight into the cognitive and affective processes that take place on a range of tasks and how they engage learners of different target languages. The study provides a detailed analysis of 4 learners’ second language (L2) performance (2 first language [L1] Japanese learners of English;
2 L1 Japanese learners of Chinese). All learners completed an identical set of 12 communication tasks in 3 discourse genres (instruction, narrative, and opinion) in a learner-generated (LGC) and teacher-generated content (TGC) condition. The performances were followed by immediate stimulated video recalls and questionnaires on perceived levels of anxiety and motivation during each task. Triangulation of these data sources revealed that both the English and Chinese learners were more socially and emotionally engaged in LGC tasks than in TGC tasks and that this engagement was associated with more fluent and accurate, but less complex, speech. The difference between the Chinese and English learners
was in their self-reported preferences and levels of anxiety and motivation while performing the tasks in the respective conditions. Based on the learners’ background profiles, this difference in subjective response to the tasks is attributed to previous experience with formal L2 instruction.

This study deals with error analysis on composition written by EFL Students IAIM NU Metro. It aims at developing further analyzing of error analysis in second language learners. For this purpose, an empirical study was conducted, using Indonesian students learning English as the subject of research. To achieve this purpose, the researcher explored the type of grammatical errors made by students at different grade semesters: the second, the sixth, and the eighth. More specifically, this study was an attempt to describe the type of grammatical error which frequently exist in written composition, to describe frequency grammatical error among the grade semesters, and to describe the sources of errors. Students' writings were analyzed based on surface strategy taxonomy theory. The results of this research revealed that 268 sentences indicated errors. In all semesters, types of omission error was the highest one 131 (48.9%) sentences. Furthermore, grammatical error in the second semester was the highest one 124 (46.8%) sentences. The sources of errors of this research were mother-tongue influence (Interlingual errors). It was influenced by the native language which interferes with target language learning. The second was Intralingual errors