國立虎尾科技大學 |

The Effect of Explicit and Implicit Instruction and Native Language Exposure for Advanced L2 Learners in Chinese Pragmatics : = Apologies.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Effect of Explicit and Implicit Instruction and Native Language Exposure for Advanced L2 Learners in Chinese Pragmatics :/
其他題名:	Apologies.
作者:	Liao, Yu-Fang.
面頁冊數:	1 online resource (87 pages)
附註:	Source: Masters Abstracts International, Volume: 83-01.
Contained By:	Masters Abstracts International83-01.
標題:	Native languages. -
電子資源:	click for full text (PQDT)
ISBN:	9798664768480

The Effect of Explicit and Implicit Instruction and Native Language Exposure for Advanced L2 Learners in Chinese Pragmatics : = Apologies.
Liao, Yu-Fang.

The Effect of Explicit and Implicit Instruction and Native Language Exposure for Advanced L2 Learners in Chinese Pragmatics :Apologies. - 1 online resource (87 pages)

Source: Masters Abstracts International, Volume: 83-01.

Thesis (M.A.)--Brigham Young University, 2014.

Includes bibliographical references

Pragmatics is part of communicative competence. In order to communicate successfully, pragmatic competence is of vital importance. Although pragmatics has played a significant role in L2 learners' communicative competence, pragmatics still has not been commonly taught in the classroom. The present research investigates the efficacy of instruction in pragmatics in the advanced Chinese language class has on the production and appropriate use of apology strategies, and examines the correlation between exposure in a Chinese Speaking Community (CSC) and pragmatics development. The subjects include 55 students in their third-year of college-level Chinese, divided into four classes at Brigham Young University. The study uses an experimental design in which the participants are assigned either to an explicit instruction group or an implicit instruction group. Participants in both groups also report their experience in a CSC. Results of this study show which as a whole improved their apology performance over the 8-week instruction, as rated by Chinese native speakers. Results reveal no significant difference between the explicit and implicit instruction groups, suggesting that explicit and implicit approaches were both effective methods in facilitating pragmatic competence. In addition, we also found no statistically significant difference between the CSC and Non-Chinese Speaking Community (NCSC) group in their pragmatic development. The findings of the present study indicate that pragmatic knowledge may emerge from classroom instruction, regardless of explicit or implicit instructional approaches; and living in a Chinese speaking communities do not necessary aid or accelerate the development of pragmatic competence.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798664768480Subjects--Topical Terms:

1469486
Native languages.
Subjects--Index Terms:

PragmaticsIndex Terms--Genre/Form:

554714
Electronic books.

The Effect of Explicit and Implicit Instruction and Native Language Exposure for Advanced L2 Learners in Chinese Pragmatics : = Apologies.
LDR:03198ntm a22004217 4500 001 1147369
005 20240918072750.5
006 m o d
007 cr bn ---uuuuu
008 250605s2014 xx obm 000 0 eng d
020 $a 9798664768480
035 $a (MiAaPQ)AAI28112515
035 $a (MiAaPQ)BrighamYoung5192
035 $a AAI28112515
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Liao, Yu-Fang. $3 1473082
245 1 4 $a The Effect of Explicit and Implicit Instruction and Native Language Exposure for Advanced L2 Learners in Chinese Pragmatics : $b Apologies.
264 0 $c 2014
300 $a 1 online resource (87 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 83-01.
502 $a Thesis (M.A.)--Brigham Young University, 2014.
504 $a Includes bibliographical references
520 $a Pragmatics is part of communicative competence. In order to communicate successfully, pragmatic competence is of vital importance. Although pragmatics has played a significant role in L2 learners' communicative competence, pragmatics still has not been commonly taught in the classroom. The present research investigates the efficacy of instruction in pragmatics in the advanced Chinese language class has on the production and appropriate use of apology strategies, and examines the correlation between exposure in a Chinese Speaking Community (CSC) and pragmatics development. The subjects include 55 students in their third-year of college-level Chinese, divided into four classes at Brigham Young University. The study uses an experimental design in which the participants are assigned either to an explicit instruction group or an implicit instruction group. Participants in both groups also report their experience in a CSC. Results of this study show which as a whole improved their apology performance over the 8-week instruction, as rated by Chinese native speakers. Results reveal no significant difference between the explicit and implicit instruction groups, suggesting that explicit and implicit approaches were both effective methods in facilitating pragmatic competence. In addition, we also found no statistically significant difference between the CSC and Non-Chinese Speaking Community (NCSC) group in their pragmatic development. The findings of the present study indicate that pragmatic knowledge may emerge from classroom instruction, regardless of explicit or implicit instructional approaches; and living in a Chinese speaking communities do not necessary aid or accelerate the development of pragmatic competence.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Native languages. $3 1469486
650 4 $a Language acquisition. $3 554986
650 4 $a Second language learning. $3 1465858
650 4 $a Communication. $3 556422
650 4 $a Linguistics. $3 557829
650 4 $a Speaking. $3 1466441
650 4 $a Speech. $3 566021
650 4 $a Chinese languages. $3 1466367
650 4 $a Apologies. $3 1469176
653 $a Pragmatics
653 $a Chinese
653 $a Apoogy
653 $a Advanced learners
653 $a Abroad
653 $a Explicit instruction
653 $a Implicit instruction
653 $a Appropriateness
655 7 $a Electronic books. $2 local $3 554714
690 $a 0290
690 $a 0459
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Brigham Young University. $3 1187870
773 0 $t Masters Abstracts International $g 83-01.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28112515 $z click for full text (PQDT)