Edited By Ariadna Sánchez-Hernández and Ana Herraiz-Martínez
Second language pragmatics across contexts: An introduction (Ariadna Sánchez-Hernández / Ana Herraiz-Martínez)
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ARIADNA SÁNCHEZ-HERNÁNDEZ AND ANA HERRAIZ-MARTÍNEZ (UNIVERSITAT JAUME I)
Second language pragmatics across contexts: An introduction
Pragmatics is broadly defined as the appropriate use of language according to the context. The centrality of context in the acquisition of second language (L2) pragmatic competence has long been acknowledged (see Taguchi, 2015 for a discussion), since early theories of pragmatic learning that highlighted the key role of saliency of input (Schmidt, 1990), of acculturation to the context (Schumann, 1978), and of socialization with members of the speech community (Schieffelin & Ochs, 1986), to more recent dynamic-complex approaches (see Taguchi, 2012 for a discussion) proposing that L2 pragmatic development is a complex and non-linear process shaped by the interplay between contextual factors and learners’ individual differences. Different contexts vary in the type of opportunities they afford for pragmatic practice, which are shaped by the type of input available, the amount and nature of the possibilities for interaction, and the output required (Pérez-Vidal, 2014). In turn, such specific conditions determine the pragmalinguistic choices available in the given context, as well as the sociopragmatic aspects a speaker needs to know to appropriately communicate.
Traditionally, L2 pragmatic learning has been investigated in foreign language (e.g. Alcón-Soler & Martínez-Flor, 2008), second language (e.g. Taguchi, 2012) and study abroad contexts (e.g. Collentine & Freed, 2004; Kinginger, 2013). Nevertheless, in the current era of Globalization and its consequential rise of technology, increased student mobility...
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