Effect of Cultural Distance on Pragmatic Comprehension and Production

Autor/in	Rafieyan, Vahid
Titel	Effect of Cultural Distance on Pragmatic Comprehension and Production
Quelle	In: Advances in Language and Literary Studies, 7 (2016) 4, S.25-32 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Pragmatics; Cultural Differences; Multivariate Analysis; Undergraduate Students; Predictor Variables; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Language Tests; Foreign Countries; Holistic Approach; Task Analysis; Discourse Analysis; German; Korean; Native Language; Germany; South Korea; Japan; United Kingdom + Suchen Sie Ihr Suchwort? Pragmalinguistik; Kultureller Unterschied; Multivariate Analyse; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Ausland; Holistischer Ansatz; Aufgabenanalyse; Diskursanalyse; Deutscher; Koreanisch; Deutschland; Korea; Republik; Großbritannien
Abstract	National cultural distance is considered to be a strong predictor of language learners' pragmatic competence. To test the actual effect of national cultural distance on pragmatic competence holistically and comprehension and production aspects of pragmatic competence discretely, the current study was conducted on two groups of undergraduate students of English: 24 German students considered culturally close to Britons as target language community and 28 South Korean students considered culturally distant from Britons. A 24-item pragmatic comprehension test developed by Taguchi (2007, 2008) was used to measure language learners' pragmatic comprehension ability. A discourse completion task developed by Bardovi-Harlig (2009) was also used to measure language learners' pragmatic production ability. Multivariate analysis of variance (MANOVA) revealed the significant positive effect of national cultural distance on pragmatic competence holistically and comprehension and production aspects of pragmatic competence discretely. The pedagogical implications of the findings suggested incorporating target language pragmalinguistic and sociopragmatic features into class instruction and providing abundant opportunities for language learners to be exposed to pragmalinguistic and sociopragmatic features of the target language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01