This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.

This study, undertaken within the field of interlanguage pragmatics, investigates the kinds of pragmatic failures observed among tertiary level foreign learners of Japanese and also seeks to find reasons to help explain the occurrence of these failures. The focus of the study is on the data generated from a role play where a student has to borrow a book from their Japanese teacher. The primary role play is performed by nine beginner level learners of Japanese studying at an Australian university, but the role play is also performed by ten Japanese native speakers in order to determine what is normative for native speakers in this situation. Unlike previous studies in this area, this research collects kinesic non-verbal data in addition to linguistic data. The data is analysed using Thomas's (1983) concept of pragmatic failure, and Brown and Levinson's (1978, 1987) politeness theory. The study also considers whether Japanese native speakers evenly evaluate the role play performances of the Japanese learners. Despite difficulties in the application of these linguistic theories to beginner level learners, a number of sociopragmatic failures and one pragmalinguistic failure are observed in the role play performances of the Japanese learners. These are partially explained by a lack of instruction, nervousness in performing the role play and the learners' limited proficiency in the Japanese language. Inconsistencies are also observed in the way that JNS participants evaluate the role play performances of the JFL learners.

Thesis (M.S.)--Ohio University, August, 2006. / Title from PDF t.p. Includes bibliographical references.

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 2006. / Includes bibliographical references (leaves 165-170).

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005. / "A dissertation in education and urban leadership and policy studies in education." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 20, 2006. Includes bibliographical references (leaves 191-204 ). Online version of the print edition.

Thesis (Ph. D.)--Michigan State University, 2003. / Includes bibliographical references (leaves 81-86).

In today’s fast paced technological world learners are under a great deal of pressure to obtain their grade 12 certificates. These learners are also faced with a number of life events that add to the stress they experience during the preliminary and final grade 12 examinations. This stress or anxiety increases when they fail their preliminary grade 12 examinations. This study focuses on these learners and the stress and anxiety that they experience after failing their grade 12 preliminary examinations. Guidelines are suggested to support and prevent learners from failing their grade 12 preliminary examinations. The research design adopted for this study was qualitative, exploratory and descriptive in nature. Phenomenological interviews were used for data collection and field notes were made to support the interviews. The data were analysed and coded with verification from an independent coder. In phase one, three themes were identified, discussed and supported by a literature control. In phase two the findings were used to suggest guidelines for the grade 12 learners. The findings of this study showed that grade 12 learners, writing their examinations, experience stress and anxiety physically, psychologically and emotionally. They describe rather alarming symptoms of this stress and anxiety. The learners also appear to have ambivalent feelings towards their future orientation during this stressful time. The guidelines suggested are aimed at managing the stress and anxiety as well as learning to develop support through effective communication skills and relationship building. It is hoped that application of these guidelines will support learners and prevent failure during the preliminary examinations thereby alleviating much of the stress and anxiety that learners experience during their examinations. / Prof. C.P.H. Myburgh

We all want to live good lives, but due to the difficulty involved, few of us ever succeed. We usually either fail in our attempts to live well or remain with our safer, and less worthwhile, options. In spite of this, there has been little, if any, investigation of the role that difficulty plays in our attempts to live well, and thus in our conceptions of the good life. Within the field of the good life, philosophers tend to acknowledge the fact that good lives are difficult to live, and leave it at that. Since we must all face the difficulty of living well, the lack of analysis of the implications of difficulty seems a glaring oversight. In order to redress this, I explore the role that difficulty plays in two requirements for living well, namely achievement and reflection. Firstly, I examine the relationship between effort and achievement. I argue that difficulty just is the requirement of effort, and that it is required in order for our achievements to be meaningful and for us to value them. Secondly, I look at the relationship between failure and reflection. I argue that reflection on our failures can lead us to knowledge that helps us to live well and that we would not usually come to if we did not fail. Finally, I look at the roles of effort and failure in some accounts of the good life and I draw on psychological research and theory to provide support for my conclusions about the positive effects of effort. I conclude by examining the implications of reducing difficulty for the future of humankind.

Habilitation--Universität, Konstanz, 2008. / Includes bibliographical references (p. 309-347).

Habilitation--Universität, Konstanz, 2008. / Includes bibliographical references (p. 309-347).