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A researcher undertook a study of her own second language learning progress, focusing on development of pragmatic competence in Japanese and the relationship between language and social identity while living and working in Japan. The study addressed three areas: the formal instructional context of studying Japanese in Japan; the influence of the social context; and the learner's social and cultural identity in relation to efforts to increase pragmatic ability in Japanese. Data were gathered in a diary on experiences, thoughts, and insights concerning the three areas of study; in an oral proficiency interview conducted at the beginning of the project; and in discussions with other non-Japanese and Japanese individuals. With regard to the educational context for learning Japanese, findings concerning the teacher and concerning group vs. individual lessons are discussed. The influence of social context on pragmatic development is then examined in out-of-class encounters, noting the difficulty of finding "safe" contexts in which to practice language skills. In discussing the role of the learner's social and cultural identity in pragmatic development, focus is on the subjectivity involved in constructing those identities in this context. Contains 10 references. (MSE)

Descriptors: Acculturation, Case Studies, Communicative Competence (Languages), Cultural Context, Foreign Countries, Japanese, Journal Writing, Oral Language, Personal Narratives, Pragmatics, Second Language Learning, Student Attitudes











Autor: LoCastro, Virginia

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10646&id=ED420201







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