This chapter focuses on the amount of pragmatics practice needed for promoting accurate and speedy recognition and production of requestmaking forms in L2 Chinese. Over four consecutive days, an input group (n=17) and an output group (n=17) practiced using target request-making forms via computerized input-based and output-based practice activities, respectively. Meanwhile, a control group (n=1...

A large body of literature has examined the role explicit teaching on L2 pragmatics. Previous research findings confirmed that a positive impact development learners’ pragmatic competence. Many studies attempt to explore efficacy instruction in improving pragmatics competence terms learners' speech acts requesting. However, little attention been focused request strategies young learners. This s...

The current era of globalization and emergence English as an international language (EIL) has brought about new opportunities for L2 pragmatic learning teaching. common view approximation to native-likeness is changing towards conceiving ability a tool interact with people different cultural linguistic backgrounds, the majority whom are non-native speakers (NNSs) English. While such reality wid...

Early second language has been defined as a restricted linguistic system that can offer a “window” on language genesis. In this paper, I model the acquisition of negation by L2 (adult) learners as a sequence of constraint rankings in the framework of Optimality Theory. The rankings shift from pragmatics via conventionalization of negation as a focus operator to syntax. Early language is argued ...

The paper aims to propose to add pragmatic characteristic tags for lexis to actual tag set in monolingual dictionaries, and use them to make an automatic acception links on the Papillon database. We have three motivations for proposing it : First, information on pragmatics of lexis is, namely for non-native speakers, indispensable from user oriented viewpoint, in order to give whole information...

In recent years, there has been increased interest in examining and explaining the differential difficulty of acquisition of language modules, interfaces, operations, and constructions (Lardiere 2005, 2008; Slabakova 2006, 2008; White, 2003). For example, a recent GASLA plenary, Lardiere 2005, argued that morphological competence should be accorded a special status and highlighted its differenc...