Pragmatic Development in a Second Language

This volume offers the first book-length treatment of second and foreign language learners' acquisition of pragmatics. It provides an up-to-date account of research findings and covers such central topics as the theoretical and empirical approaches to L2 pragmatic development, the relationship of pragmatic and grammatical development, the role of different learning contexts, the effect of instruction, and individual differences.

Gabriele Kasper (Dr. phil.) is Professor of Second Language Studies at the University of Hawai'i, where she teaches in the M.A. in ESL, Ph.D. in SLA, and Advanced Graduate Certificate in Second Language Studies programs. Her most recent books are Misunderstanding in Social Life: Discourse Approaches to Problematic Talk, co-edited with Juliane House and Steven Ross (2003) and Pragmatics in Language Teaching, co-edited with Ken Rose (2001). Other books include Communication Strategies (Kasper & Kellerman, Eds., 1997), Interlanguage Pragmatics (Kasper & Blum-Kulka, Eds., 1993), and Cross-cultural Pragmatics (Blum-Kulka, House, & Kasper, Eds., 1989).

Kenneth R. Rose holds a Ph.D. in applied linguistics from the University of Illinois at Urbana-Champaign. He is an Associate Professor in the Department of English and Communication at City University of Hong Kong, where he teaches in the BATESL and MATESL programs, and supervises M.Phil. and Ph.D. students. Before coming to Hong Kong, he taught at universities in Japan and the United States. His main research interests are interlanguage pragmatics and research methods. He has co-edited one book, Pragmatics in Language Teaching (Rose & Kasper, Eds., 2001), and his work has appeared in journals such as Applied Linguistics; IRAL; JALT Journal; Journal of Pragmatics; Language, Culture and Curriculum; Language Learning; and Studies in Second Language Acquisition, as well as in a number of edited volumes.

Chapter 1. Introduction to Second Language Pragmatic Development

1

(12)

Chapter 2. Theories of Second Language Pragmatic Development

13

(50)

Descriptive studies

14

(2)

Theories and Constructs

16

(42)

The Acculturation Model

16

(4)

Cognitive Processing

20

(12)

Sociocultural Theory

32

(10)

Language Socialization

42

(13)

Interactional Competence as Goal and Process

55

(3)

Explaining Pragmatic Development

58

(3)

Chapter Summary

61

(2)

Chapter 3. Approaches to Developmental Pragmatics Research

63

(54)

Methodological Resources From Across the Social Sciences

64

(11)

Developmental Research Designs

75

(4)

Spoken Interaction

79

(10)

Authentic Discourse

80

(4)

Elicited Conversation

84

(2)

Role Play

86

(3)

Questionnaires

89

(14)

Discourse Completion Tasks

90

(6)

Multiple-Choice Questions

96

(4)

Scaled-Response Questionnaires

100

(3)

Oral and Written Self-Report

103

(13)

Interviews

103

(4)

Think-Aloud Protocols

107

(5)

Diaries

112

(4)

Chapter Summary

116

(1)

Chapter 4. Developmental Patterns in Second Language Pragmatics

117

(42)

Pragmatic Comprehension

118

(7)

Pragmatic and Discourse Ability

125

(9)

Speech Acts

134

(19)

Requests

135

(12)

Other Speech Acts

147

(6)

Pragmatic Transfer and Development

153

(4)

Chapter Summary

157

(2)

Chapter 5. The Development of Pragmatics and Grammar

159

(32)

Reopening the Research Agenda

160

(3)

Pragmatics Precedes Grammar

163

(11)

The Universal Pragmatics Principle

163

(4)

Functional-Linguistic Theories of Second Language Acquisition

167

(1)

Evidence for the Primacy of Pragmatics

168

(6)

Grammar Precedes Pragmatics

174

(11)

Grammatical Knowledge Does Not Enable Pragmalinguistic Use

175

(5)

Grammatical Knowledge Enables Non-Target-Like Pragmalinguistic Use

180

(2)

Grammatical and Pragmalinguistic Knowledge Enable Non-Target-Like Sociopragmatic Use

182

(3)

Pragmatics and Grammar in Developmental Perspective

185

(4)

Chapter Summary

189

(2)

Chapter 6. Learning Context and Learning Opportunities

191

(46)

Length of Residence as a Factor in Pragmatic Development: The Longer the Better?

192

(5)

Input and Interaction in Noninstructional Settings

197

(11)

Ordinary Discourse

197

(8)

Institutional Discourse

205

(3)

Input in Instructional Settings

208

(9)

Comparing L2 Pragmatic Learning in Foreign and Second Language settings

217

(13)

Pragmatic Development at Home and Abroad

220

(10)

Appraising the Influence of the Learning Environment

230

(4)

Chapter Summary

234

(3)

Chapter 7. The Role of Instruction in Learning Second Language Pragmatics

237

(38)

Research on Instructed Second Language Acquisition

238

(2)

Learning Targets

240

(3)

Learner Characteristics and Learning Contexts

243

(5)

Research Issues and Findings

248

(2)

Teachability

250

(5)

Instruction Versus Exposure

255

(4)

Different Teaching Approaches

259

(10)

Design Issues in Research on Instruction on Pragmatics

269

(4)

Chapter Summary

273

(2)

Chapter 8. Individual Differences in L2 Pragmatic Development

275

(30)

A Framework for ID Research

276

(16)

Age

278

(2)

Gender

280

(3)

Motivation

283

(5)

Social and Psychological Distance

288

(4)

Beyond IDs: Social Identity in Learning L2 Pragmatics

292

(10)

Chapter summary

302

(3)

Chapter 9. Epilogue

305

(8)

References

313

(28)

Index

341

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Pragmatic Development in a Second Language

Summary

Author Biography

Table of Contents

Supplemental Materials