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Expressing Gratitude in a Foreign Language : = Concept-Based Language Instruction to Teach Thanking in L2 Japanese.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Expressing Gratitude in a Foreign Language :/
其他題名:	Concept-Based Language Instruction to Teach Thanking in L2 Japanese.
作者:	Tsujihara, Rie.
面頁冊數:	1 online resource (288 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
標題:	Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30524146click for full text (PQDT)
ISBN:	9798379911317

Expressing Gratitude in a Foreign Language : = Concept-Based Language Instruction to Teach Thanking in L2 Japanese.
Tsujihara, Rie.

Expressing Gratitude in a Foreign Language :Concept-Based Language Instruction to Teach Thanking in L2 Japanese. - 1 online resource (288 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ph.D.)--University of Washington, 2023.

Includes bibliographical references

In the field of L2 pragmatics instruction, there have been calls to re-consider how L2 pragmatic competence is evaluated. L2 pragmatic competence consists of pragmalinguistic and sociopragmatic knowledge. The former refers to the ability to use linguistic items to realize speech intentions, while the latter refers to the knowledge of the appropriate selection and usage of language in accordance with social conventions. L2 learners' pragmatic competence is usually assessed based on L2 learners' pragmalinguistic choices in comparison to native speaker data. In other words, L2 learners are expected to produce the target L2 pragmatic features in the same way as native speakers do. In reality, there are variations in native speakers' pragmatic choices, and native speaker data do not capture the diversity of native speaker choices and pragmatic behavior. In the foreign language classroom, pragmatics materials are often developed based on the writer's or teacher's intuitions, and the full meaning of sociopragmatic information is not adequately provided. This may risk creating a sense of "this is how people behave in the target culture" and simply following native speaker norms without cultivating a way for L2 speakers to fully express themselves. Extensive reliance on native speaker norms also ignores L2 learners' agency and personal pragmatic choices. Sometimes, L2 learners refuse to conform to L2 norms when the norms do not accord with their identities, beliefs, and personalities. Resisting L2 norms does not always mean a lack of L2 competence. Other times, L2 learners find a creative way to supplement the lack of their proficiency and make pragmatic choices different from the L2 norm. However, their L2 pragmatic competence is considered to be "problematic," if they do not follow these norms. These learners may possess proper sociopragmatic knowledge but intentionally select different pragmalinguistic choices from L2 norms. Assessing L2 pragmatic competence based on native speaker norms risks overlooking L2 learners' subtle development that is not related to native speaker norms.This dissertation explores a novel way to teach L2 pragmatics through concept-based language instruction (C-BLI), grounded in L.S. Vygotsky's sociocultural theory of cognitive development. Vygotsky claimed that systematic and abstract knowledge, which he called scientific concepts, can be applied to a wide range of situations and raise the likelihood of successful task completion. Derived from Vygotsky's claim, C-BLI aims to develop L2 learners' pragmatic competence by first teaching scientific metapragmatic concepts and the meaning potential of language. Bringing language socialization theory into the C-BLI unit, the present study focuses on the speech act of thanking in Japanese and promoting the internalization of metapragmatic concepts. Through the analysis of various internalization tasks, the study examines (1) the development of learner production; (2) the development of sociopragmatic conceptual understanding; (3) the impact of language socialization opportunities; (4) the development of L2 learner agency; (5) the proper proficiency level for the C-BLI unit; and (6) the impact of language proficiency. The results show development in understanding scientific concepts of the target pragmatic feature and abilities to perform the target speech act. The development was promoted by various mediational means, including instructional materials and language socialization opportunities. I also found that the development of sociopragmatic knowledge provided L2 learners with tools to make pragmatic choices that achieve their communicative goals. Both third- and fourth-year learners benefitted from the C-BLI unit. Third-year learners benefitted more in concept development and less in the development of pragmalinguistic skills, while fourth-year learners benefitted in both sociopragmatic concept development and in their ability to use a range of thanking strategies and expressions in Japanese.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379911317Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

Foreign languageIndex Terms--Genre/Form:

542853
Electronic books.

Expressing Gratitude in a Foreign Language : = Concept-Based Language Instruction to Teach Thanking in L2 Japanese.
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