research on l2 learners’ success at development and appropriate use of pragmatic ability and knowledge has mostly approached the issue from a cognitive or social perspective, and less attention has been devoted to the problem from the equally important emotional or individual-psychological lenses. this study sought to explore, first, the interplay between iranian advanced efl learners’ pragmati...

We investigated the second language (L2) acquisition of pragmatic categories that are not as consistently and frequently encoded in the L2 than in the first language (L1). Experiment 1 showed that Italian speakers linguistically highlighted affirmative polarity contrast (e.g. The child ate the candies following after The child did not eat the candies) in 34.3% of the cases, by producing a nucle...

In this study, the use of speech-like pragmatic markers in Iranian EFL students’ academic writing was investigated. Speech-like pragmatic markers, such as I think, well, I guess, actually, anyway, anyhow, etc. are linguistic components that are more specific to conversation than writing, and writers may wrongly include them in their academic writing. To examine the students’ use of speech-like ...

In this study, the use of speech-like pragmatic markers in Iranian EFL students’ academic writing was investigated. Speech-like pragmatic markers, such as I think, well, I guess, actually, anyway, anyhow, etc. are linguistic components that are more specific to conversation than writing, and writers may wrongly include them in their academic writing. To examine the students’ use of speech-like ...

There exist many computational models of analogy making, which are based on different assumptions about the cognitive processes which are responsible for successful transfer from a base to a target domain. In most models, mapping of the base structure to the target is seen as the core of analogy making. We believe that the way in which this mapping is realized is a crucial aspect by which the d...

This  paper  focuses  on  some  pragmatic  expressions  that  are  characteristic  of  informal  spoken English, their possible equivalents in some other languages, and their use by EFL learners from different  backgrounds.  These  expressions,  called  general  extenders  (e.g.  and  stuff,  or something), are shown to be different from discourse markers and to exhibit variation in form, funct...

Hedging academic claims has been recognized as one of integral pragmatic features of academic writing in which most EFL academic writers seem to face substantial problems. Explicit instruction has been proposed by some scholars as an effective approach to make EFL writers aware of the importance, different forms, and pragmatic functions of hedging devices some of which are polysemous and polypr...