An Investigation of the Relationship between Pragmatic Competence and Motivation for Non-English Majors

2017 ◽  
Vol 7 (12) ◽  
pp. 1308
Author(s):  
Xiaojing Chen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Communicative Competence ◽  
Learning Motivation ◽  
Pragmatic Competence ◽  
Foreign Language Learners ◽  
Language Learning Motivation ◽  
Survey Results ◽  
The Relationship

Language is used for communication. Pragmatic competence, which is essential in English teaching, is an important component of communicative competence. The development of pragmatic competence will enhance that of foreign language learners’ communicative competence. This study discusses the relation between pragmatic competence and language learning motivation. Results show that students’ general pragmatic competence is at a low level. Most of the subjects hold instrumental motivation as their dominant motivation. Significant correlation has been found between pragmatic competence and language learning motivation (r=.582; p=.000). According to the survey results, the author provides several suggestions on cultivating and maintaining learners’ motivation in their pragmatic learning.

An investigation into the relationship of foreign language learning motivation and sign language use among Deaf and hard of hearing Hungarians

2013 ◽  
Vol 51 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Edit H. Kontra ◽  
Kata Csizér
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Language Use ◽  
Foreign Language Learning ◽  
Hearing Impaired ◽  
Learning Motivation ◽  
Language Learning Motivation ◽  
The Relationship

Abstract The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article we concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign language use in the classroom as well as outside school shapes their level of motivation. The participants in our research were 331 Deaf and hard of hearing people from all over Hungary. The instrument of data collection was a standardized questionnaire. Our results support the notion that sign language use helps foreign language learning. Based on the findings, we can conclude that there is indeed no justification for further neglecting the needs of Deaf and hard of hearing people as foreign language learners and that their claim for equal opportunities in language learning is substantiated.

EXAMINING THE RELATIONSHIP BETWEEN THE FOREIGN LANGUAGE ANXIETY AND STUDENTS’ LEARNING MOTIVATION TO FILIPINO FOREIGN LANGUAGE LEARNERS

2021 ◽  
Vol 9 (1) ◽  
pp. 645-658
Author(s):  
Sherrilyn B. Quintos
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Research ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Foreign Language Anxiety ◽  
Foreign Language Learners ◽  
Filipino Students ◽  
Context Specific ◽  
The Relationship

This quantitative research study investigated the relationship between anxiety acquired through foreign language learning and learning motivation of Filipino students in Bataan Peninsula State University. Participants were identified through stratified random sampling. It adapted two sets of questionnaires: Foreign Language Classroom Anxiety Scale by Horwitz, et al. (1986) and Foreign Language Learning Motivation Questionnaire developed by Gonzales (2006). Results showed that anxiety and motivation have a significant relationship with each other. Higher level of learning motivations students set for themselves manifest higher chances for them to develop consciousness and anxiety over their academic performance. They see L2 learning essential in employment opportunities, effective communication, and exploring foreign culture. However, their sense of interest to the course is primarily driven by extrinsic motivations which are only influenced by external factors such as the need to take the subject to pass a requirement. In return, they grow anxious and fearful of the possible consequences of being unable to achieve learning expectations and self-goals. While it is true that age does not significantly affect the relationship of the two variables under examination, it was found that females are more likely to exemplify a receptive behavior in learning than males. It is of high suggestion to integrate different strategies in teaching foreign language to minimize anxiety tendencies and maximize students’ engagement in learning. Also, it is recommended to devise or adapt a more context-specific questionnaire that will deeply explore on the intrinsic and extrinsic motivations of students and the anxiety concomitant to it. Finally, further studies are highly encouraged to be conducted to further navigate the interplay of other contributing variables in their foreign language learning experiences.

scholarly journals FRAME MARKERS AND COHERENCE IN L2 ARGUMENTATIVE ESSAYS

2019 ◽  
Vol 12 (2) ◽  
pp. 46-71
Author(s):  
Višnja Pavičić Takač ◽  
Sanja Vakanjac Ivezić
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Communicative Competence ◽  
Academic Literacy ◽  
Foreign Language Learners ◽  
Language Knowledge ◽  
L2 Learners ◽  
Argumentative Essays ◽  
The Relationship

Academic literacy includes the learners’ ability to use their language knowledge to form articulate texts. In communicative competence models this ability is subsumed under the notion of discourse competence which includes the concepts of cohesion and coherence. Starting from the premise that constructing a coherent text entails efficient use of metadiscourse (i.e. means of explicit text organisation) this study focuses on elements referring to discourse acts, text sequences or stages called frame markers, i.e. items providing framing information about elements of the discourse and functioning to sequence, label, predict and shift arguments, making the discourse clear to readers or listeners (Hyland 2005). It analyses patterns of L2 learners’ use of frame markers, compares them to English native speakers’, and explores the relationship between frame markers and coherence. The corpus includes 80 argumentative essays written by early undergraduate Croatian L2 learners of English at B2 level. The results indicate that foreign language learners’ argumentative essays are characterized by an overuse of a limited set of frame markers. Finally, implications are drawn for teaching and further research.

scholarly journals The relationship between language learning experience, motivation and some other individual variables of mature foreign language learners

2018 ◽  
Vol 35 ◽  
pp. 69-79
Author(s):  
Zofia Chłopek
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
Research Question ◽  
Learner Motivation ◽  
Main Research ◽  
Foreign Language Learners ◽  
Individual Variables ◽  
The Relationship

The present paper investigates the issue of motivation of foreign language learners. The main research question, concerning a possible link between the amount of language learning experience and learner motivation, remains unanswered. However, it turns out that a few learner characteristics which some researchers believe to correlate with language learning experience can probably serve as good predictors of foreign language learners’ motivation.

scholarly journals WPŁYW UMUZYKALNIENIA NA PRZYSWAJANIE PODSYSTEMU FONICZNEGO U UCZĄCYCH SIĘ JĘZYKÓW OBCYCH: WYNIKI BADANIA

Neofilolog ◽  
2019 ◽  
Vol 2 (43/2) ◽  
pp. 168-179
Author(s):  
Wioletta Piegzik
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Musical Training ◽  
Wilcoxon Test ◽  
Musical Ability ◽  
Music School ◽  
Foreign Language Learners ◽  
The Relationship ◽  
Positive Effect

This report presents the results of a study into the relationship between musical ability and the development of a phonological system by foreign language learners. Our own experiences both as a foreign language teacher and as a musical group leader have raised a number of questions and lines of enquiry. These challenge previous researchers’ findings concerning the allegedly absolutely positive effect of music on language learning and as a result this study has been undertaken.After a brief theoretical presentation, we describe the research project in which learners abilities to distinguish and produce different phonemes as well as the prosody of the language studying are analyzed. Two groups of learners were compared in this study. One group attended a music school. The second group had no musical experience. The study showed that receptive skills were not significantly different between the two groups. The group of learners with musical training was more articulate but this was the only difference. The statistical approach used in analysis of data was the Wilcoxon test.

Language Learning Motivation: A Comparative Study between English and Mandarin Language Learners

2020 ◽  
Vol 4 (3) ◽  
pp. 27
Author(s):  
Siti Faridah Kamaruddin ◽  
Ting Hie Ling ◽  
Aisyah Nazamud-Din
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Quantitative Research ◽  
Rapid Development ◽  
Learning Motivation ◽  
Quantum Leap ◽  
Language Learning Motivation ◽  
Mandarin Language

English as a Second Language (ESL) is a term which is broadly used in Malaysia’s educational system. Mandarin, on the other hand, is only used among Chinese community and not many non-Chinese know and use Mandarin language as their communication tools among themselves. However, due to the rapid development of economy in China, the interest in Mandarin language learning is becoming prominent. In Malaysia, a country which has developed a tight diplomatic and economic relationship with China since 1976, the interest in learning Mandarin as a Foreign Language (MFL) among the non-Chinese learners is also growing where there is a quantum leap of Mandarin learners at tertiary level (Teow, Ismail, Foo & Ho, 2016). Students in Universiti Teknologi MARA (UiTM) are offered with both English as a Second Language (ESL) and Mandarin as a Foreign Language (MFL) courses. It means that students must learn English and Mandarin simultaneously especially for Diploma students and Degree students. Understanding how the motivation to learn each language might vary within a certain socio-political context is worth exploring, as it may help lecturers working within that context to motivate their students to learn the language more effectively. Moreover, it is reasonable to assume that the different languages learned might trigger different emotional responses from learners (Humphreys & Spratt. 2008). In relation to this, it is important to examine the differences of students’ ESL and MFL learning motivation. This study employed a quantitative research design which emphasized on data collection from students who studied ESL and MFL.

scholarly journals The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: the case of high school EFL learners

2016 ◽  
Vol 4 (3) ◽  
pp. 86-102 ◽  
Author(s):  
Parisa Dashtizadeh ◽  
Mohammad Taghi Farvardin
Keyword(s):  
High School ◽  
Foreign Language ◽  
Language Learning ◽  
Mediating Effect ◽  
Learning Motivation ◽  
Language Achievement ◽  
Efl Learners ◽  
Language Learning Motivation ◽  
The Relationship ◽  
Foreign Language Achievement

Abstract This study examined the mediating effect of perfectionism on the relationship between language learning and foreign language achievement of high school EFL learners. To this end, 400 eleventh grade high school students were recruited through cluster random sampling. They were selected from eight high schools in four cities of Iran (i.e., Tehran, Ahvaz, Semnan, and Kerman). Afterwards, two questionnaires were administered to the participants. The first questionnaire was the shortened form of Gardner’s Attitude/Motivation Test Battery (AMTB) for EFL learners, and the second one was Almost Perfect Scale-Revised (APS-R) measuring the level of perfectionism among respondents. Moreover, the participants’ scores on the English final exam held by Iran’s Ministry of Education was considered as the indicator of foreign language achievement. The obtained data were analyzed through Pearson correlations and bootstrap resampling statistical method. The results indicated a positive correlation between all variables. Furthermore, it was revealed that language achievement and language learning motivation were partially mediated by perfectionism.

scholarly journals conciencia pragmática en estudiantes avanzados de francés lengua extranjera: un estudio empírico .

2020 ◽  
Vol 28 (1) ◽  
pp. 599-626
Author(s):  
Leyre Ruiz de Zarobe
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Pragmatic Competence ◽  
Foreign Language Learners ◽  
Advanced Students ◽  
Pragmatic Awareness ◽  
Linguistic Proficiency

La composante pragmatique est une composante de la compétence communicative qui a acquis une importance croissante dans les dernières années pour les apprenants de langues étrangères, dont le français, en raison du besoin pour ces apprenants de devenir communicativement compétents dans un monde globalisé et internationalisé. Cependant, cette compétence est peu présente dans l´enseignement du français langue étrangère (FLE), ce qui mène à s´interroger si les apprenants ont une conscience pragmatique de la langue étrangère, car cette conscience joue un rôle déterminant dans son acquisition. L´objet de notre étude est de mener une recherche empirique afin d´examiner le niveau de conscience pragmatique d´étudiants espagnols avancés de FLE. Nos résultats montrent que cette conscience ne va de pair avec leur niveau linguistique, ce qui nous conduit à signaler le besoin de renforcer l´enseignement de cette compétence dans l´enseignement du FLE. The importance of pragmatic competence, which is part of communicative competence, has increased in recent years for foreign language learners in order to help them become communicative competent in a globalised and internationalised world. Nevertheless, this competence is not very present in French as a foreign language (FLE) teaching which leads us to question if learners have pragmatic awareness in the foreign language as this pragmatic awareness plays a key role in its acquisition. The aim of this study is to examine the pragmatic awareness of Spanish advanced students in FLE. Our results show that their pragmatic awareness doenot correlate with their linguistic proficiency, which leads us to reinforce the importance of teaching pragmatic competence in FLE.  

The Effect of Language Learning Experience on the Appropriate Use of Speech Act ‘Request’

2016 ◽  
Vol 6 (5) ◽  
pp. 1060
Author(s):  
Zahra Bazyar ◽  
Ali Taghinezhad ◽  
Marziyeh Nekouizadeh
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Learners ◽  
Speech Acts ◽  
Speech Act ◽  
Communicative Competence ◽  
Learning Experience ◽  
Pragmatic Competence ◽  
Appropriate Use

Nowadays emphasizing linguistic competence is not a sufficient path to reach a target-like communicative competence. Pragmatic competence should be put emphasis on as well. The importance of learning speech acts which is one aspect in the pragmatics is clear to those who want to learn a second or foreign language. This study after investigating the interest of language learners in the acquisition of appropriate use of second language speech acts, traces the variation over time in the use of speech act of request in Iranian EFL University students and for further clarification a group of non-language University students. The results showed no effect of time on the appropriate use of speech act “request”.

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