16.3272, Diss: Pragmatics: Schauer: 'Interlanguage Pragmatic D..'

[LINGUIST List]

LINGUIST List: Vol-16-3272. Mon Nov 14 2005. ISSN: 1068 - 4875.

Subject: 16.3272, Diss: Pragmatics: Schauer: 'Interlanguage Pragmatic D..'

Moderators: Anthony Aristar, Wayne State U <aristar at linguistlist.org>
            Helen Aristar-Dry, Eastern Michigan U <hdry at linguistlist.org>
 
Reviews (reviews at linguistlist.org) 
        Sheila Dooley, U of Arizona  
        Terry Langendoen, U of Arizona  

Homepage: http://linguistlist.org/

The LINGUIST List is funded by Eastern Michigan University, Wayne
State University, and donations from subscribers and publishers.

Editor for this issue: Meredith Valant <meredith at linguistlist.org>
================================================================  

To post to LINGUIST, use our convenient web form at
http://linguistlist.org/LL/posttolinguist.html.


===========================Directory==============================  

1)
Date: 13-Nov-2005
From: Gila Schauer < g.schauer at lancaster.ac.uk >
Subject: Interlanguage Pragmatic Development of German Learners of English: A longitudinal multimedia investigation 

	
-------------------------Message 1 ---------------------------------- 
Date: Mon, 14 Nov 2005 09:21:04
From: Gila Schauer < g.schauer at lancaster.ac.uk >
Subject: Interlanguage Pragmatic Development of German Learners of English: A longitudinal multimedia investigation 
 


Institution: University of Nottingham 
Program: School of English Studies 
Dissertation Status: Completed 
Degree Date: 2005 

Author: Gila A. Schauer

Dissertation Title: Interlanguage Pragmatic Development of German Learners of
English: A longitudinal multimedia investigation 

Linguistic Field(s): Pragmatics

Subject Language(s): English (eng)
                     German, Standard (deu)


Dissertation Director(s):
Svenja Adolphs
Zoltan Dornyei

Dissertation Abstract:

The present study presents the results of a longitudinal investigation into
the development of ESL learners' pragmatic awareness and productive
pragmatic competence. The data for the examination of pragmatic awareness
were elicited with Bardovi-Harlig and Dörnyei's (1998)
video-and-questionnaire instrument as well as semi-structured qualitiative
interviews. The data for the investigation of learners' productive
pragmatic skills were collected with the Multimedia Elicitation Task that
had been specifically developed for the present study. 

Sixteen ESL learners provided the data for the examination of the learners'
development concerning pragmatic awareness and 12 ESL learners provided the
data for the investigation of learners' productive pragmatic proficiency.
All ESL learners were German native speakers who spent one academic year at
a British university. In addition, control data were collected from 31
German learners of English in Germany (17 participated in the awareness
study and 14 in the productive one) and 22 English native speakers (20
participated in the awareness study and 15 in the productive one). 

The results of the investigation of pragmatic awareness showed that the ESL
learners significantly increased their pragmatic awareness during their
stay in the L2 context, since they detected more pragmatic infelicities at
the end of their sojourn in England than at the beginning. The results of
the study into the participants' productive pragmatic competence revealed
that the ESL learners' increased their productive pragmatic repertoire by
acquiring various Request Strategies and Internal and External Modifiers
during their stay. The results of the investigations indicate that two
factors in particular seem to play an important role in learners' pragmatic
development: temporal patterning and individual learner variation. 




-----------------------------------------------------------
LINGUIST List: Vol-16-3272