Language Learning Motivation and L2 Pragmatic Competence

Description

This book provides comprehensive investigation of the effect of motivation on L2 learners’ pragmatic learning, which has been discussed for a long time but remains under-explored. This study examines whether and to what extent learners’ levels of motivation influence their pragmatic awareness, comprehension and production in an EFL context. It presents an original study that not only enriches our knowledge of the feasibility of modern technology in collecting large-scale data related to pragmatic competence but also eminently connects L2 pragmatics more closely with mainstream second language acquisition research by focusing on the role of motivation in pragmatic learning. This book will be of great value to researchers and postgraduates interested in second language acquisition, especially those who work on L2 pragmatics and individual variation among learners. Acknowledgements Contents Abbreviations List of Figures List of Tables 1 Introduction 1.1 Current Situation of L2 Pragmatics 1.2 The Purpose of the Study 1.3 Research Questions 1.4 Overview of the Chapters References 2 Literature Review 2.1 Pragmatics 2.2 Second Language Pragmatics and L2 Pragmatic Competence 2.2.1 Definition and Research Scope of L2 Pragmatics 2.2.2 Communicative Competence and L2 Pragmatic Competence 2.3 Pragmatic Theories Adopted by L2 Pragmatics Research 2.3.1 Speech Acts Theories 2.3.2 Implicature 2.3.3 Politeness Theory 2.4 Motivation to Learn a Foreign Language 2.4.1 Gardner’s Socio-Educational Model 2.4.2 L2 Motivational Self System 2.4.3 Research on the L2 Motivational Self System 2.5 Studies Examining the Effects of L2 Motivation on L2 Pragmatic Competence 2.5.1 Studies Investigating the Effects of L2 Motivation on L2 Pragmatic Awareness 2.5.2 Studies Examining the Relationship Between Motivation and L2 Pragmatic Production 2.5.3 Summary and Discussions 2.6 Chapter Summary Notes References 3 Methodology 3.1 Mixed Methods Design 3.2 Participants 3.3 Instruments 3.3.1 The Web-Based Survey 3.3.2 Semi-Structured Interviews 3.4 Procedures 3.5 Data Analysis 3.5.1 Quantitative Data Analysis 3.5.2 Semi-Structured Interviews 3.6 Chapter Summary Appendices Appendix A: Motivation Questionnaire Items Appendix B: Scenarios of the Appropriateness Judgment Tasks Appendix C: Multiple-Choice Listening Questionnaire (Written Version) Appendix D: Discourse Completion Tasks Appendix E: Questions in Interview Appendix F: Demographic Information References 4 EFL Learners’ Motivation for Studying English 4.1 Questionnaire Results 4.1.1 Distribution of the Motivational Variables 4.1.2 The Perceived Role of the Seven Motivational Variables 4.1.3 Comparison of L2 Motivation Across Genders 4.1.4 Comparison of L2 Motivation Across Majors 4.1.5 Summary and Discussion 4.2 Interview Results 4.2.1 Instrumentality 4.2.2 Cultural Interest in Studying English 4.2.3 Ideal L2 Self 4.2.4 Enjoying Language Learning as a Reason for Studying English 4.2.5 Attitude Towards the L2 Community 4.3 Chapter Summary References 5 L2 Motivation and Pragmatic Awareness 5.1 L2 Pragmatic Awareness 5.1.1 Appropriateness Judgement Task Results 5.1.2 Interview Results 5.2 Effect of L2 Motivation on L2 Pragmatic Awareness 5.2.1 Quantitative Results 5.2.2 Qualitative Results 5.3 Chapter Summary References 6 L2 Motivation and Pragmatic Comprehension 6.1 L2 Pragmatic Comprehension 6.1.1 Multiple-Choice Listening Questionnaire Results 6.1.2 Interview Results 6.1.3 Paralinguistic Cues 6.2 Effect of L2 Motivation on L2 Pragmatic Comprehension 6.2.1 Quantitative Results 6.2.2 Qualitative Results 6.2.3 Lack of Exposure to the L2 Community 6.3 Chapter Summary References 7 L2 Motivation and Pragmatic Production 7.1 Comparison of Groups’ Use of the Complaining Act 7.1.1 Frequency of Opting Out 7.1.2 Range of Pragmatic Strategy Types 7.1.3 Frequency of Pragmatic Strategies 7.2 Employment of Individual Pragmatic Strategies 7.2.1 Complaint Strategies 7.2.2 Internal Complaint Modifications 7.2.3 External Complaint Modifications 7.3 Chapter Summary Notes References 8 Conclusions 8.1 Summary of Findings 8.1.1 Research Question 1 8.1.2 Research Question 2 8.1.3 Research Question 3 8.1.4 Research Question 4 8.2 Implications 8.2.1 Theoretical Implications 8.2.2 Methodological Implications 8.2.3 Pedagogical Implications 8.3 Limitations of the Study 8.4 Suggestions for Further Research References