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Children’s metapragmatic knowledge and intensity of second language as a medium of instruction in the intermediate years of a French immersion programTakakuwa, Mitsunori 11 1900 (has links)
Compared to grammatical knowledge of language (what to use), the ability to use
language appropriately depending on a context (how to use) is termed linguistic pragmatic
knowledge. Throughout the elementary school years children developmentally not only acquire
pragmatic knowledge but also increase their explicit grasp of pragmatic knowledge. This is
termed metapragmatic knowledge. It includes the ability to infer meanings that are not expressed
literally. In nonliteral uses of language, the speaker means something different from what is said.
Among such nonliteral uses of language are indirect requests and irony.
As children's metapragmatic knowledge has a positive relationship with their literate
proficiency, on which success in school depends, children can benefit from the development of
their metapragmatic knowledge in their academic achievement. The study of bilingualism has
shown that bilingualism has a positive effect on children's metalinguistic development. Can
metapragmatic knowledge be enhanced by increasing exposure to a second language (L2)?
Bilingual pupils were given two tasks in which the children's levels of metapragmatic
knowledge were investigated. The measure of metapragmatic knowledge consisted of two
assessments: (a) understanding of indirect requests, and (b) understanding of irony. Participants
listened to eight short stories in which brief interactions were presented in a multimedia,
computer-based format. After each story, participants were asked a set of questions to probe
subjects' attributions of the speaker's communicative intent and hearer's interpretation.
L2 intensity was positively associated with metapragmatic knowledge measured by
comprehension of requests. Conversely, the association between L2 intensity and metapragmatic
knowledge measured by comprehension of irony was not necessarily positive. Those who scored
higher had positive relationship between L2 intensity and their metapragmatic knowledge
whereas those who scored lower had negative relationship between L2 intensity and their
metapragmatic knowledge.
In summary, L2 intensity is not always positively associated with any type of
metapragmatic knowledge. This suggests that a larger amount of exposure to L2 is not
necessarily beneficial to children's development of metapragmatic knowledge. Therefore, it is
important to consider the levels of children's metapragmatic knowledge when planning an
increase of exposure to L2 instruction.
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Children’s metapragmatic knowledge and intensity of second language as a medium of instruction in the intermediate years of a French immersion programTakakuwa, Mitsunori 11 1900 (has links)
Compared to grammatical knowledge of language (what to use), the ability to use
language appropriately depending on a context (how to use) is termed linguistic pragmatic
knowledge. Throughout the elementary school years children developmentally not only acquire
pragmatic knowledge but also increase their explicit grasp of pragmatic knowledge. This is
termed metapragmatic knowledge. It includes the ability to infer meanings that are not expressed
literally. In nonliteral uses of language, the speaker means something different from what is said.
Among such nonliteral uses of language are indirect requests and irony.
As children's metapragmatic knowledge has a positive relationship with their literate
proficiency, on which success in school depends, children can benefit from the development of
their metapragmatic knowledge in their academic achievement. The study of bilingualism has
shown that bilingualism has a positive effect on children's metalinguistic development. Can
metapragmatic knowledge be enhanced by increasing exposure to a second language (L2)?
Bilingual pupils were given two tasks in which the children's levels of metapragmatic
knowledge were investigated. The measure of metapragmatic knowledge consisted of two
assessments: (a) understanding of indirect requests, and (b) understanding of irony. Participants
listened to eight short stories in which brief interactions were presented in a multimedia,
computer-based format. After each story, participants were asked a set of questions to probe
subjects' attributions of the speaker's communicative intent and hearer's interpretation.
L2 intensity was positively associated with metapragmatic knowledge measured by
comprehension of requests. Conversely, the association between L2 intensity and metapragmatic
knowledge measured by comprehension of irony was not necessarily positive. Those who scored
higher had positive relationship between L2 intensity and their metapragmatic knowledge
whereas those who scored lower had negative relationship between L2 intensity and their
metapragmatic knowledge.
In summary, L2 intensity is not always positively associated with any type of
metapragmatic knowledge. This suggests that a larger amount of exposure to L2 is not
necessarily beneficial to children's development of metapragmatic knowledge. Therefore, it is
important to consider the levels of children's metapragmatic knowledge when planning an
increase of exposure to L2 instruction. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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A study of the second-language socialization of university-level students : a developmental pragmatics perspectiveMatsumura, Shoichi 11 1900 (has links)
The present study focused on changes over time in university-level Japanese students'
sociocultural perceptions of social status during their year abroad in Canada, and the
impact of such altered perceptions on their perceptions at subsequent time points. The
sociocultural perception to be examined was perceived "social status" which Brown and
Levinson (1987) discussed as a contributory factor in the perception of social asymmetry,
power and authority. The study attempted to examine (1) whether (and to what extent)
Japanese students, before they came to study in Canada, had recognized English native
speakers' understanding of social status and had learned how to offer advice
appropriately in English to individuals of various social statuses, (2) what proportion of
differential pragmatic development among Japanese students in Canada was accounted
for by their English proficiency and amount of exposure to English, and (3) whether (and
to what extent) living and studying in Canada facilitated Japanese students' pragmatic
development, which was assessed by the degree of approximation to native speech act
behavior in various advice-giving situations repeated during the course of an academic
year. To this end, the study compared the development of Japanese exchange students'
pragmatic competence during their year abroad in Canada with peers in Japan who did
not undertake a year abroad.
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A study of the second-language socialization of university-level students : a developmental pragmatics perspectiveMatsumura, Shoichi 11 1900 (has links)
The present study focused on changes over time in university-level Japanese students'
sociocultural perceptions of social status during their year abroad in Canada, and the
impact of such altered perceptions on their perceptions at subsequent time points. The
sociocultural perception to be examined was perceived "social status" which Brown and
Levinson (1987) discussed as a contributory factor in the perception of social asymmetry,
power and authority. The study attempted to examine (1) whether (and to what extent)
Japanese students, before they came to study in Canada, had recognized English native
speakers' understanding of social status and had learned how to offer advice
appropriately in English to individuals of various social statuses, (2) what proportion of
differential pragmatic development among Japanese students in Canada was accounted
for by their English proficiency and amount of exposure to English, and (3) whether (and
to what extent) living and studying in Canada facilitated Japanese students' pragmatic
development, which was assessed by the degree of approximation to native speech act
behavior in various advice-giving situations repeated during the course of an academic
year. To this end, the study compared the development of Japanese exchange students'
pragmatic competence during their year abroad in Canada with peers in Japan who did
not undertake a year abroad. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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