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Revisiting L2 pragmatic competence through implicit vs. explicit instructional framework
Successful interaction in the target language requires L2 learners to use and understand the grammatically correct language. At the same time, the language used is expected to produce socioculturally appropriate utterances that it refers to their Pragmatic competence. The latter entails acquiring pr...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2022
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9441788/ https://www.ncbi.nlm.nih.gov/pubmed/36072048 http://dx.doi.org/10.3389/fpsyg.2022.987729 |
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author | Huang, Nan |
author_facet | Huang, Nan |
author_sort | Huang, Nan |
collection | PubMed |
description | Successful interaction in the target language requires L2 learners to use and understand the grammatically correct language. At the same time, the language used is expected to produce socioculturally appropriate utterances that it refers to their Pragmatic competence. The latter entails acquiring pragmatic competence, which has proved to be very challenging for L2 learners. This is because they gain limited exposure to the use of language for real communication in an authentic social setting. Moreover, instruction has been found to influence the functional abilities in L2 as it equips the learners with the ability to produce and comprehend L2 in different situations. Focusing on the research conducted on the role of explicit and implicit instruction on L2 pragmatic competence, this study aimed to give a summative description of the empirical studies carried out on teaching pragmatics. The investigation ends up with a conclusion, instructional implications, and suggestions for future research. |
format | Online Article Text |
id | pubmed-9441788 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-94417882022-09-06 Revisiting L2 pragmatic competence through implicit vs. explicit instructional framework Huang, Nan Front Psychol Psychology Successful interaction in the target language requires L2 learners to use and understand the grammatically correct language. At the same time, the language used is expected to produce socioculturally appropriate utterances that it refers to their Pragmatic competence. The latter entails acquiring pragmatic competence, which has proved to be very challenging for L2 learners. This is because they gain limited exposure to the use of language for real communication in an authentic social setting. Moreover, instruction has been found to influence the functional abilities in L2 as it equips the learners with the ability to produce and comprehend L2 in different situations. Focusing on the research conducted on the role of explicit and implicit instruction on L2 pragmatic competence, this study aimed to give a summative description of the empirical studies carried out on teaching pragmatics. The investigation ends up with a conclusion, instructional implications, and suggestions for future research. Frontiers Media S.A. 2022-08-22 /pmc/articles/PMC9441788/ /pubmed/36072048 http://dx.doi.org/10.3389/fpsyg.2022.987729 Text en Copyright © 2022 Huang. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Huang, Nan Revisiting L2 pragmatic competence through implicit vs. explicit instructional framework |
title | Revisiting L2 pragmatic competence through implicit vs. explicit instructional framework |
title_full | Revisiting L2 pragmatic competence through implicit vs. explicit instructional framework |
title_fullStr | Revisiting L2 pragmatic competence through implicit vs. explicit instructional framework |
title_full_unstemmed | Revisiting L2 pragmatic competence through implicit vs. explicit instructional framework |
title_short | Revisiting L2 pragmatic competence through implicit vs. explicit instructional framework |
title_sort | revisiting l2 pragmatic competence through implicit vs. explicit instructional framework |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9441788/ https://www.ncbi.nlm.nih.gov/pubmed/36072048 http://dx.doi.org/10.3389/fpsyg.2022.987729 |
work_keys_str_mv | AT huangnan revisitingl2pragmaticcompetencethroughimplicitvsexplicitinstructionalframework |