A Longitudinal Study of Pragmatic Development among Young Chinese L2 Learners
Buch in deiner Nähe kaufen
Beschreibung
This book contributes to the existing literature on second language (L2) pragmatics in several ways. It expands the empirical scope of L2 pragmatics to young foreign language learners, a population that remains underrepresented in a field largely shaped by research on adult learners. Drawing on a two-year longitudinal study of Chinese primary school students learning English, the book offers a developmental account of children’s pragmatic competence over time. It examines both pragmatic production and pragmatic perception, showing how young learners develop the ability to produce contextually appropriate requests and how their understanding of pragmatic meanings across a range of speech acts evolves in instructed foreign language contexts.
This book covers both theoretical foundations and empirical findings, and integrates discussions of ethical and methodological considerations specific to working with children—an area often overlooked in L2 pragmatics research. Teachers and teacher educators will find the findings particularly relevant, as the book offers insights into how pragmatic competence develops in early foreign language learning contexts and what this means for curriculum design and instructional practice. It also serves as a useful resource for researchers and students in applied linguistics, second language acquisition, child language development, and language education, as well as for policymakers concerned with young language learner instruction.
This book contributes to the existing literature on second language (L2) pragmatics in several ways. It expands the empirical scope of L2 pragmatics to young foreign language learners, a population that remains underrepresented in a field largely shaped by research on adult learners. Drawing on a two-year longitudinal study of Chinese primary school students learning English, the book offers a developmental account of children’s pragmatic competence over time. It examines both pragmatic production and pragmatic perception, showing how young learners develop the ability to produce contextually appropriate requests and how their understanding of pragmatic meanings across a range of speech acts evolves in instructed foreign language contexts.
This book covers both theoretical foundations and empirical findings, and integrates discussions of ethical and methodological considerations specific to working with children—an area often overlooked in L2 pragmatics research. Teachers and teacher educators will find the findings particularly relevant, as the book offers insights into how pragmatic competence develops in early foreign language learning contexts and what this means for curriculum design and instructional practice. It also serves as a useful resource for researchers and students in applied linguistics, second language acquisition, child language development, and language education, as well as for policymakers concerned with young language learner instruction.
Presents a unique empirical contribution to L2 pragmatics research by expanding the field’s age focus Shares data-driven insights into how well Chinese primary school students are acquiring pragmatic skills Provides guidance for improving the integration of pragmatic competence into language education
Autor*in
He Yang
Themen in »A Longitudinal Study of Pragmatic Development among Young Chinese L2 Learners«
Longitudinal Study Pragmatic Development Pragmatic Competence Pragmatic Production Pragmatic Perception Young L2 Learners Primary School Students Speech Act of Request Cartoon Oral Production Task Cartoon Perception Scaled-response Task Sociopragmatic Sensitivity Pragmalinguistic Resources Sociocultural Theory Language Socialisation Ethical Considerations