Skip Navigation

Applied Linguistics 2005 26(1):90-120; doi:10.1093/applin/amh040
This Article
Right arrow Full Text (PDF)
Right arrow Appendices
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Google Scholar
Right arrow Articles by Takahashi, S.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

© Oxford University Press 2005

Articles

Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency?

Satomi Takahashi

Rikkyo University, Japan

Previous research on interlanguage pragmatics revealed that, under implicit pragmatic instruction, some learners noticed the target pragmalinguistic features, whereas others receiving the same instruction did not. This suggests possible effects of individual difference (ID) variables on learners' noticing of pragmalinguistic features. Among the ID variables, this study focused on motivation and proficiency, exploring their relationships with Japanese EFL learners' awareness of six types of L2 pragmalinguistic features under an implicit input condition. Eighty Japanese college students first completed a motivation questionnaire and a proficiency test. They then took part in a noticing-the-gap activity as the treatment task. The degree of the learners' awareness of the target pragmalinguistic features was assessed through a retrospective awareness questionnaire administered immediately after the treatment. The following two major findings were obtained: (1) The learners differentially noticed the target pragmalinguistic features; and (2) the learners' awareness of the target features was correlated with motivation subscales, but not with their proficiency. In particular, the learners' intrinsic motivation was found to be closely related to their pragmatic awareness. An attempt was made to further examine whether current models of attention in SLA are relevant in accounting for the noticing of L2 pragmalinguistic features.

Received September 2004.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
 ELT JHome page
G. Mugford
How rude! Teaching impoliteness in the second-language classroom
ELT J, October 1, 2008; 62(4): 375 - 384.
[Abstract] [Full Text] [PDF]


Disclaimer:
Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.