Interlanguage Pragmatics

Emoji is everywhere—on messaging apps, social networking sites, and even in offline media like billboards, films, and printed ads. While there is a substantial existing bibliography on emojis, it often fails to address their functions and interpretations in purely pragmatic terms, specifically focusing on their impact on inferential strategies for both the emojis themselves and accompanying texts. Existing books on this topic tend to focus on the semiotic aspects or visual impact of emojis, rather than their crucial role in interpreting the messaging text or social media post to which they are attached, as well as the way they communicate their own meanings when used in isolation (so-called naked emojis). This book is original in analysing the pragmatic roles that emojis play in online communication, the additional information they convey, and the role of context in their successful interpretation. The book also argues that, despite the apparent differences between words and images, emojis perform similar functions and are inferred in similar ways to words, with the aid of context. Additionally, the book dedicates several chapters to demographic variables (age, gender, ethnic origin, personality, etc.), the role of “interface affordances” in emoji use, and thematic areas where emojis are frequently found: humour, advertising/marketing, politics, law, and health

This study aims to analyze the effectiveness of the blended learning model in the Employment Permit System (EPS) instruction for Korean language learners preparing for the Test of Proficiency in Korean (TOPIK). Using a mixed-method approach, this research combines a quantitative experimental design with control and treatment groups, along with qualitative analysis through questionnaires and interviews. The treatment group engaged in blended learning, combining synchronous (live sessions) and asynchronous (digital modules) formats, while the control group participated in asynchronous-only learning. The results show that blended learning significantly enhances content comprehension, learning motivation, teacher interaction, and flexibility compared to fully asynchronous online learning. Synchronous interaction proves to be a key element in supporting learners' engagement and understanding. However, the main challenges in implementing blended learning include unequal internet access and a lack of self-discipline in independent study. These findings reinforce constructivist and social learning theories, positioning blended learning as an effective medium for integrating individual experiences and social interaction. This study provides practical contributions to the development of more adaptive and responsive language learning methods in the digital era.

This study investigates the influence of Indonesian syntactic structure on sentence construction errors in Korean in the interlanguage domain and explores the affixation challenges faced by Indonesian learners of Korean. This study highlights how the transfer of Subject-Verb-Object (SVO) structures from Indonesian into Korean, which follows the Subject-Object-Verb (SOV) pattern, causes common errors such as incorrect word order in sentences. In addition, this study also examines the difficulties in using Korean affixes, such as-nim,deul,-jae,-ssi, which are unfamiliar to Indonesian learners due to the absence of a similar affixation system in Indonesian. These errors are caused by negative transfer, where elements of the learner's mother tongue are applied inappropriately into the target language. This study uses a qualitative descriptive method, utilizing data collected through interviews, classroom observations, and analysis of written texts produced by Indonesian learners from Korea. Interviews were conducted to understand learners' perceptions of Indonesian sentence structure and affixation, while classroom observations focused on how learners apply these elements in direct communication. Written texts were analyzed to identify common errors in the use of sentence structure and affixation. This study emphasizes the importance of understanding these challenges in order to develop more effective teaching strategies that meet the specific needs of Indonesian learners. By focusing on the structural differences between Indonesian and Korean, this study provides insights to improve learners' linguistic competence, so that they can use Korean more accurately and confidently.

This paper examines how traditional speech act theory applies to interactions between humans and artificial intelligence systems. Using J.L. Austin's concept of felicity conditions and John Searle's taxonomy of illocutionary acts, we analyze whether AI systems can genuinely perform speech acts or merely simulate them. The research explores three key questions: Can AI meet the sincerity and intentionality requirements of genuine speech acts? How do users interpret AIgenerated utterances? What are the ethical implications of AI communication that lacks traditional felicity conditions? Through theoretical analysis and examination of contemporary AI systems, we argue that AI-human interaction requires a revised understanding of speech act theory that accounts for non-human performativity while maintaining ethical boundaries in AI design.

This paper examines how traditional speech act theory applies to interactions between humans and artificial intelligence systems. Using J.L. Austin's concept of felicity conditions and John Searle's taxonomy of illocutionary acts, we analyze whether AI systems can genuinely perform speech acts or merely simulate them. The research explores three key questions: Can AI meet the sincerity and intentionality requirements of genuine speech acts? How do users interpret AIgenerated utterances? What are the ethical implications of AI communication that lacks traditional felicity conditions? Through theoretical analysis and examination of contemporary AI systems, we argue that AI-human interaction requires a revised understanding of speech act theory that accounts for non-human performativity while maintaining ethical boundaries in AI design.

CORINEI es un corpus de conversaciones grabadas, utilizando las TIC, entre estudiantes italianos de espanol lengua extranjera de UNISA y UNISOB y universitarios nativos, estudiantes de italiano, de la UA. Mediante esta actividad se ha conseguido que los discentes reflexionaran sobre las dinamicas de la conversacion en ELE. Para alcanzar tal objetivo se ha utilizado el Teletandem y se han grabado las conversaciones utilizando el sistema de telefonia digital Skype y la herramienta de grabacion que lleva incorporada (Pamela for Skype). Ademas, se les ha pedido a los alumnos una transcripcion ortografica de la misma. Todo esto ha propiciado una reflexion sobre los propios mecanismos conversacionales en ELE. Tambien se les ha ofrecido una ficha de reflexion metalinguistica que, ademas de concienciarlos sobre la propia interaccion, ofrece al profesor una herramienta muy util para mejorar esta practica didactica. Como resultado, se ha obtenido el corpus de interlengua oral comparable CORIN...

It is widely acknowledged that the pragmatic field of research is not homogeneous. In its broad sense, it covers a range of loosely related research programmes from formal studies of deictic expressions to sociological studies of ethnic verbal stereotypes. The diversity of approaches certainly mirrors the complexity of the field. However, when we come to investigate the connections of pragmatic research to research on the brain, not all the directions turn out to be equally capable of immediately translating into questions for which sensible answers can be sought. Indeed, if one of the most important steps in scientific research is formulating the right questions in order to get relevant answers, then some decisions have to be made as to the questions we would like to ask in order to gather data that have scientific relevance. In this paper I will give for granted that the data gathered within cognitive approaches to pragmatics are most relevant to neuropragmatics, and will further explore the possibility that a complex systems theory lens may help us look at them in new ways. Complex adaptive systems provide inspiring suggestions as to how we might capture this dimension of analysis of pragmatic facts, which appear to observation as complex dynamic units whose profiles are shaped in ever-changing manners by the interplay of the numerous variables at stake in interaction while at the same time preserving integrity and recognizability as unique and unrepeatable pieces of communicative behaviour.

Listening is the basis for the development of all other skills and the main channel through which the student makes initial contact with the target language and its culture. Through listening, students acquire vocabulary and syntax, as well as better pronunciation, accent and intonation. Teaching listening has its own challenge since some steps and requirements that teacher should prepare to undertake in the classroom. Moreover, conventional tool is still used in the classroom activity when the teacher teaches listening, in this case means students only hear the voice of the teacher while they listen to the text. Audiovisual media like animation videos is assumed as the best teaching media for students to improve their listening comprehension in language learning because it can make student easily imagine the real situation and increase their motivation in learning English, also it has attractive, rich content and appropriate tools to use in practice teaching listening. The objectives of the study are to investigate the differences between the students' achievement in listening that taught by audiovisual media significantly higher than that taught by audio teaching media.

Conversational implicatures, as a complicated aspect of pragmatic skill, transmit meanings beyond its literal articulation and pose significant interpretive challenges for second language learners. The objective of the present study was to examine how well Turkish and Pakistani learners understood conversational implicatures in English. The study employs a categorization of conversational implicature developed by Grice (1975), Arseneault (2014), Bouton (1994), and Roever (2011). The study involved 160 undergraduate students from Pakistan and Turkey. The findings reveal that Turkish learners comparatively showed a higher level of comprehension of the conversational implicatures as observed from their use of idiosyncratic implicatures (81%) in English than the Pakistani EFL learners (67.8%). Moreover, the formulaic implicatures were proved to be more problematic than the idiosyncratic implicatures for both Pakistani (59%) and Turkish learners (76.1%). Turkish students performed better on Idiomatic (93%) and Quantity (91%) categories. However Pakistani students scored higher on Quality (73%) and Manner (73%) categories. However, both of the groups struggled with POPE-Q, Sequential, and Relevance implicatures the most. The findings are beneficial for teaching and learning the English language by establishing areas that require improvement in learners.

Interlanguage is often defined as some dynamic transitional phase of competence in some second or foreign language which may be shaped by a multitude of individual and pedagogical factors (Qiaolan, 2022:8). Furthermore, the notion of first language interference, i.e., the transfer of features of the L1 to the L2, due to ‘parameter settings’, is often postulated by Universal Grammarians to greatly restrict second language acquisition (Galasso, 2002:1-2). In this bilingual situation, however, the interference pattern is reversed to L2-to-L1 instead of the typical L1-to-L2 pattern. This means that the interlanguage system of concern here is not so much an imperfect L2 delimited by the L1, but rather an instance of imitation of the L2, which cannot be sufficiently explained by the UG perspective. Instead, the emergentist perspective, which focuses on the individual level of variability in the language learning process, may be a more appropriate approach here (Wang, 2009:33). This discussion is aimed at finding possible explanations for the interlanguage features in this child’s speech through the emergentist perspective while also identifying the limitations to said theory. To answer the first question in PART 1, I shall attempt to explain this ‘child interlanguage’ in terms of overgeneralisation, language mixing, the role frequency and prototypicality play in this set of features, and finally I will consider environmental factors and the role of input in this scenario. This will be followed by an investigation into error correction and analyses, followed by connectionist (and associative) explanations which will be offered to answer the second question in PART 2.

Στόχος της έρευνας αυτής ήταν να διερευνηθούν οι απόψεις εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης για το βαθμό στον οποίο η διδασκαλία τους χαρακτηρίζεται από εφαρμογή στρατηγικών αυτο-ρύθμισης της διδασκαλίας και προαγωγής της αυτο-ρυθμιζόμενης μάθησης από τους μαθητές στα μαθηματικά. Στην έρευνα συμμετείχαν 109 εκπαιδευτικοί της πρωτοβάθμιας εκπαίδευσης. Διαμορφώθηκαν δύο ερωτηματολόγια και ελέγχθηκαν οι ψυχομετρικές τους ιδιότητες. Η χρήση στρατηγικών αυτο-ρύθμισης της διδασκαλίας κατά τη διδασκαλία των μαθηματικών εξετάστηκε, επίσης, με μια ανοιχτή ερώτηση καθώς και με δομημένη συνέντευξη. Ο έλεγχος της αξιοπιστίας και της εγκυρότητας των ερωτηματολογίων που διαμορφώθηκαν έδωσε ικανοποιητικά αποτελέσματα. Επίσης, αποκαλύφθηκαν σχέσεις μεταξύ των διάφορων στρατηγικών διδασκαλίας καθώς και διαφορές ανάλογα με τα χρόνια εκπαιδευτικής εμπειρίας στηρίζοντας, έτσι, την εγκυρότητα των ερωτηματολογίων για τη μελέτη των στρατηγικών διδασκαλίας.

Learning other languages is not easy, so teachers, need to adjust their teaching styles to the students' learning styles for the maximum learning in fulfilling curriculum outcomes, there are many learning styles. Kinesthetic learners use body movement and interact with their environment because kinesthetic learning, sometimes called tactile learning, is learning by doing. For many, if not all, kinesthetic learners, physical actions are required in order for a lesson to be learned. Also, the more senses involved in learning process, the easier it will be for kinesthetic learners to remember the lesson learned. The purpose of this study to examine the effects of kinesthetic learning in mixed-age English as a Foreign Language (EFL) classroom in Laos. The study explores how these activities improve student motivation, engagement, and vocabulary and grammar learning, drawing on 15 years of teaching experience. The Rubik's Cube promoted spelling practice in an enjoyable and tactile way; Domino supported logical sequencing and grammatical application through collaboration; and the Slap game promoted quick thinking and attention in vocabulary and number identification. When used in academic institutions and community learning environments, these activities fostered an inclusive atmosphere that encouraged students' emotional engagement and decreased their anxiety. The findings support the notion that kinesthetic exercises are effective means of enhancing comprehension, encouraging teamwork, and connecting abstract ideas with practical applications, even if they are not directly related to learning style theory. By making language learning more dynamic, engaging, and learner centered, this study demonstrates how incorporating movement into courses improves all students, not only kinesthetic learners. These teaching methods reinforce their importance in contemporary language instruction by encouraging independence, critical thinking, and joy in the classroom.

Chapter 1: Introduction: The Sociopragmatics of Emotion in Discourse and Social Interaction
(Laura Alba-Juez and Michael Haugh)

In this chapter, after briefly reviewing language-based research on emotion, we outline what a sociopragmatic perspective brings to the study and theorization of emotion (Alba-Juez 2021; Langlotz and Locher 2017; cf. Caffi and Janney 1994), building on an understanding of sociopragmatics as the systematic study of social, interactional, and normative dimensions of language use (Haugh, Kadar and Terkourafi 2021). We suggest that a sociopragmatics approach to emotions draws greater attention to the role that different discourse systems and different linguistic and cultural systems play in how emotions are expressed and interpreted. We argue this means we need to broaden the scope of research towards a sociopragmatic, multidisciplinary and multidimensional analysis of emotion in discourse and interaction. This leads into the introduction of the theoretical framework that underpins and motivates the studies included in this volume. We propose that a sociopragmatic theory of emotions needs to attend to three foundational phenomena, evaluation, relationships and morality, and argue that emotion is not simply expressed, but is immanent to all three of these phenomena (and vice-versa). We conclude the chapter by briefly overviewing the structure of the volume and introducing its constituent parts.

The present paper explores the use of pragmatic strategies by Iranian EFL learners in fulfilling the speech act of request. Accordingly, the analytical classification of request strategies suggested by Blum-Kulka & Olshtain (1984) and the cross-cultural speech act realization patterns (CCSARP) coding manual (Blum-Kulka et al., 1989) were used to examine the corresponding features of pragmatic strategies employed by 22 upperintermediate Iranian EFL learners in performing the speech act of request. To this end, this descriptive study analyzed the participants' utterances in both informal and formal situations using a Written Discourse Completion Task (WDCT). The outcomes revealed that among nine request strategies classified by Blum-Kulka & Olshtain (1984), Iranian EFL learners most frequently employed the "query preparatory strategy" as a conventional indirectness strategy on request in informal and formal situations. However, they used the direct strategy of "want statement" in informal contexts.

Second language (L2) learners comprehend more when they are prepared for novel vocabulary that they encounter in a text. Input-based incremental (IBI) vocabulary instruction provides L2 instructors and learners with a means of achieving this goal by (a) presenting optimal input to learners at the right time during a reading-focused lesson and (b) promoting the gradual development of different aspects of word knowledge over time. The approach draws on theoretical advances and research findings related to lexical input processing, including the benefits of acoustically varied input and opportunities for target word retrieval. This paper explains the IBI approach and demonstrates how it can be applied when teaching authentic texts, using as an example L2 German and Wo Europa anfängt (1991) by Yoko Tawada, a narrative that addresses themes such as transnationalism, migration, borders, and cultural identity.

Fitri Yani. 14111310023. An Analysis of Teachers’ Teaching Strategies and Students’ Different Learning Styles in English Teaching-Learning Process (A Qualitative Research at MTs Ash-Shiddiqiyyah and MTs Arifin Billah Cirebon) As international language, English has important role in the world. English usually used by among people who comes from different countries to communicate each other. So, learning English becomes a demand in the world today. Because there are many things that related to the world including education uses English as a lingua franca. As stated by Broughton, et. al,(2003: 3) that “half the world’s scientific literature is written in English.” The English teaching and learning process will be successful if there is enough knowledge about the characteristic and behavior of students. Teacher, as a person who delivers the knowledge to the students should aware about their students’ learning styles. Moreover, strategy is one way that used to achieve the goal. In this c...

Previous research has noted inconsistencies in the transcription of the possessive particle /e⁵⁵/ and the stative particle /e⁴⁴/ in Baka Jino, but their phonological properties have not yet been systematically studied. Experimental results show that the possessive particle /e⁵⁵/ in connected speech has a fixed pitch target. Its phonation is normally realized as a high (H) tone and can naturally alter the tonal shape of the preceding syllable. Under certain conditions, it may also form tonal coalescence with the preceding syllable, with the resulting contour inheriting the high tonal feature of /e⁵⁵/. This feature provides a new explanation for the emergence of tonal layering phenomena in Jino possessive constructions. In contrast, the stative particle /e⁴⁴/ has a mid (M) pitch target and lacks the ability to modify the tonal contour of the preceding syllable. It does not produce tonal coalescence, and its phonetic realization is more consistent with traditional transcriptions of “light tone.”

Despite growing recognition of pragmatic dimensions in education, there remains a significant gap in understanding teachers' lived experiences in multilingual African educational contexts. This phenomenological study investigates how public school mainstream teachers develop and apply pragmatic awareness in intercultural classrooms across Sub-Saharan Africa, where diverse cultural norms, linguistic practices, and communicative expectations intersect. Semi-structured interviews were conducted with twelve teachers from six countries (Cameroon, Tanzania, Ghana, Equatorial Guinea, Senegal, and South Africa), representing diverse linguistic backgrounds and educational contexts. The findings reveal how teachers navigate complex pragmatic landscapes, make sense of intercultural communication challenges, and develop contextually appropriate strategies. These strategies encompass instructional approaches that address pragmatic differences, relational practices that build rapport across linguistic boundaries, and reflective techniques that transform challenges into learning opportunities. The results show how critical incidents serve as catalysts for developing deeper pragmatic understanding, while professional identity shapes and is shaped by pragmatic choices in multilingual environments. The study suggests implications for teacher education programs, language policies, and curriculum development in multilingual educational contexts, contributing to the understanding of pragmatic awareness in educational settings where colonial languages intersect with indigenous languages.

This study explores the use of positive politeness strategies in requests made by Jordanian and Omani students within an academic context. By examining the positive politeness strategies employed in their interactions, the research aims to identify the preferred strategies utilized by these students when communicating with their classmates. Data will be collected through memos and semi-structured interviews with a sample of Jordanian and Omani students. The study anticipates uncovering both differences and similarities in the positive politeness strategies employed by the two groups while also investigating the influence of culture on their request patterns. Further research could explore the role of gender in motivating the use of specific positive politeness strategies between male and female students.

Pragmatic competence, a fundamental component of language ability, involves understanding a speaker’s intended meaning through various communicative functions. Among these functions, speech acts such as refusals and complaints play a crucial role in everyday interactions, allowing interlocutors to convey information and perform social actions. This study examines the production of refusal and complaint speech acts by English as a Foreign Language (EFL) learners, addressing a gap in previous research that has often overlooked the potential influence of learners’ language proficiency, social status, gender, and mother tongue. Through purposive sampling, 120 participants were selected to respond to 10 role-play scenarios designed to elicit refusals and complaints. The data were analyzed qualitatively to identify patterns in speech act production. The findings reveal that most participants favored indirect strategies when expressing refusals and complaints. Moreover, the study found no significant effects of language proficiency, sociocultural background, mother tongue, or gender on how EFL learners produce these speech acts. These results contribute to a better understanding of pragmatic competence in EFL contexts and suggest that these sociolinguistic factors may have less impact on refusal and complaint strategies than previously assumed.

Despite the substantial significance of communicative goals in EFL, pragmatic aspects of instruction that are geared towards the learners’ appropriacy still remain less than adequately addressed. Such a niche offers potentials for and stimulates a proliferating body of research. This study aims at examining the effectiveness of explicit vs. implicit pragmatic instruction regarding language performance as output. For the purpose of the study, 120 (60 male and 60 female) EFL learners took part in this project. Error Recognition Tests (ERTs), Discourse Completion Tests (DCTs), role-play, and writing assessments were used for gauging pragmatic output. Two separate 3×2 mixed between-within-subjects factorial ANOVAs were conducted to examine the effects of instruction type, proficiency level, and time (treatment) on pragmatic acquisition. Findings significantly support (a) the overall benefit of pragmatic instruction, (b) the effect of both implicit and explicit instructions with explicit type being more highly influential, (c) the effect of proficiency, and (d) the interaction effect of proficiency and pragmatic instruction on pragmatic language L2 use. Findings bear implications for enriching teaching and learning contexts, deepening theoretical concerns, improving pedagogical practice, and implementing communicative syllabus design.

This chapter explores aspects of the relation between critical discourse analysis and language planning. These two broad sub-fields of applied linguistics have close connections with sociolinguistics but are only rarely applied together. However critical textual analysis can play a vital role in democratically oriented projects of language policy. Drawing on recent Australian experience in language the chapter discusses some of the aims and methods of critical discourse analysis, but argues that too many critical language projects have adopted a relentlessly critical disposition and have devoted too little attention to productive or positive projects of discourse analysis proposing alternative futures ameliorating or resolving injustices, in equalities and problems. A long-held assumption of many critical language projects has been that exposure of the operations of power in texts is emancipatory, but experience of a now-long tradition of CDA suggests this is, predictably, an overly optimistic belief. Deconstructive activity however can play a role in exposing and helping to reverse negative language ideologies adopted by some groups of minority language speakers towards their forms of speech or writing, but to have productive effects this kind of CDA will need to be incorporated into positive language planning and language policy projects.

Attentive listening systems are designed to let people, especially senior people, keep talking to maintain communication ability and mental health. This paper addresses key components of an attentive listening system which encourages users to talk smoothly. First, we introduce continuous prediction of end-of-utterances and generation of backchannels, rather than generating backchannels after end-point detection of utterances. This improves subjective evaluations of backchannels. Second, we propose an effective statement response mechanism which detects focus words and responds in the form of a question or partial repeat. This can be applied to any statement. Moreover, a flexible turn-taking mechanism is designed which uses backchannels or fillers when the turnswitch is ambiguous. These techniques are integrated into a humanoid robot to conduct attentive listening. We test the feasibility of the system in a pilot experiment and show that it can produce coherent dialogues during conversation.

This study examined the 2024 #EndBadGovernance protest in Nigeria through the lens of Fairclough's (2010) Critical Discourse Analysis model, aiming to uncover the language used on placards at three levels: text, discursive practice, and at social practice. As a case study, the research investigated a real-life phenomenon by employing a purposive data collection technique to gather relevant data from placards obtained from the BusinessDay, the Premium Times online newspapers, the Almy website, and online Channels Television. In addition, a critical case sampling strategy-an adapted form of purposive data collection was implemented by selecting placards that provided significant insights into the research topic. The analysis utilised a blend of qualitative description and analytical interpretation methods. To protect the privacy of individuals depicted in the photographs, faces were blurred. The findings indicated, among others, that the protesters made distinctive lexical choices that conveyed powerful social meanings. Their deliberate use of text font, colour, and bullets contributed to the clarity and impact of

This research presents how important the body language in oral communication for the foreign language users is in cross cultural communication. Yet, very little attention has been given in the international setting for incorporating paralinguistics into the classroom environment. This paper aims to explain the essential elements of paralinguistics, and to have a special consideration on the use of paralinguistic elements by foreign language learners in a Turkish context. The participants of the study included 68 EFL tertiary level students at a state university in Turkey. The data were collected using a questionnaire “Paralinguistics in Spoken English” developed by the researcher. Descriptive statistics, frequencies and independent samples t-test procedures have been calculated to analyze the collected data. It has been found that item 34, 49, 43, 31, 46 (see Table 2) are the most frequent used proxemics and kinesics by the participants. There is a significant difference in terms of...

English is vigorously learned in Japan, but the average level of English prociency of Japanese students is still low compared to that of other developed countries. This article will consider the purpose and signicance of learning English for Japanese at the college level, based on the author's experience, both as a student and a teacher, at Kyoto University, Japan. The English taught in Japanese universities, at present just as 40 years ago, has a tendency to be a humanities subject and thus make light of oralaural elements. This trait, rooted in the teachers' general lack of &uency and a false notion that spoken English is void of content, and therefore inferior to written English, needs improvement. It is the responsibility of those involved in higher education to help each student to harbour rich content by cultivating robust thinking and motivate expression. English classes are mostly taught using Japanese, which also needs serious reconsideration. Considering Japan's place both from the global and East-Asian points of view, English as a lingua franca and Asian languages as a lingua vicinas (languages of neighbours) should be in the college curriculum. The notion of English as lingua franca that emphasizes communication rather than grammatical correctness suits the situation where Japanese non-native English teachers teach students. There is no such thing as a perfect speaker of any language. Those who have content-here, what they want to convey to younger users of English as a lingua franca-are all qualied to teach English.

Penelitian ini bertujuan untuk mengkaji pola strategi pembelajaran bahasa yang digunakan oleh mahasiswa Indonesia dan Malaysia, yakni apakah ada perbedaan yang signifikan dalam penggunaan strategi pembelajaran bahasa yang digunakan oleh mahasiswa jurusan bahasa Inggris dan mahasiswa jurusan non-Inggris, dan apakah ada perbedaan yang signifikan dalam penggunaan strategi pembelajaran bahasa antara mahasiswa Indonesia dan Malaysia. Studi ini bersifat deskriptif serta komparatif dalam arti bahwa ia mencoba untuk menemukan persamaan dan perbedaan antara bahasa Inggris yang digunakan sebagai bahasa kedua dan bahasa asing. Strategy Inventory for Language Learning (SILL) digunakan untuk menilai frekuensi penggunaan strategi pembelajaran bahasa. Subyek penelitian ini adalah mahasiswa jurusan bahasa Inggris dan mahasiswa jurusan non-Inggris STAIN Kediri. Subyek lain dari penelitian ini adalah mahasiswa yang belajar bahasa Inggris di University of Technology, Malaysia. Data dianalisis dengan m...

This paper adopts corpus-based methods to investigate how adverbial stance markers are used in the Swedish and in the Italian EFL LINDSEI sub-corpora and in the L1 English LOCNEC comparable corpus (Gilquin et al. 2010). Inspired by research on corpus pragmatics, conversation analysis, learner corpus research and EFL pedagogy, the quantitative and qualitative investigations focus on stance adverbials in turn-initial and final position. The results reveal that the Italian learners use such markers significantly less frequently than the native speakers and the Swedish learners in both positions. However, differently from the Swedish and the Italian groups, the L1 group employs the adverbials mainly in final position and makes use of a wider repertoire of them to make more meanings. The study also explores how stance adverbials can contribute to discourse management in combination with other linguistic elements, and discusses implications of these and other findings for EFL pedagogy.

This research analyzed compliments used by addressor (the host and the judges) and compliment responses used by the addressee (the top three) in America’s Got Talent 2017. It is used descriptive qualitative research. This present study is aimed (1) to describe the types of compliments used by the judges and the host in America’s Got Talent 2017, (2) to describe compliments strategies used by the judges and the host in America’s Got Talent 2017, and (3) to describe compliment responses strategies used by the performers in America’s Got Talent 2017. Here, the writer focused on the all performances of the top three of America’s Got Talent 2017, they are Darci Lynne, Angelica Hale and Light Balance Dance Group included the judges’ comments taken from YouTube Video. The result shows the frequent appearing of compliments types is ability compliment. Most of the addressors did ability compliment to express admiration/ approval of the addressees’ performance on that moment. The frequent app...

This paper is a part of a larger scale interlanguage pragmatic study exploring politeness involved in refusals conducted by the English teachers in East Java, Indonesia. The data were elicited by discourse completion tasks (DCT), from 38 English teachers, (n=14 males and n=24 females). The empirical data of politeness strategies were analyzed by theory. The findings showed that the EFL teachers applied two semantic formulae indirect and direct strategies in conjunction to adjuncts across three initiating acts of refusals (invitations, offers and suggestions). When declining invitations and suggestions, they mostly applied positive politeness, but when refusing offers they predominantly used bald on record.

The study investigated politeness strategy in refusal conducted by the English teachers in Madiun regency relating to different social status levels and gender. The data were elicited, using discourse completion tasks (DCT), from 38 English teachers, 14 male and 24 female who teach in Junior high schools in Madiun regency. The collected data are analyzed by using Brown and Levinson's theory of politeness strategy. The refusal strategies were classified based on modified refusal taxonomy by Beebe et al. (1990). The findings of the research are described in line with the problem statements as follows: first, The English teachers of junior high school in Madiun regency applied two semantic formulae indirect and direct strategies in conjunction to adjunct identified by Beebe et al. (1990) across three refusals acts (invitations, offers and suggestions). The indirect strategy was the prominent refusal strategy especially in declining offers and suggestions where as the direct strategy was the highest strategy used in declining invitations. The second, the English teachers used all four politeness strategies (BOR, positive politeness (PP), NP, and OR) of across three refusals acts in more or less the same frequency, except in declining offers they did not use OR strategy. In declining invitations and suggestions, most of the English teachers applied PP strategy and the dominant type was PP 13 Give reasons. The dominant strategy in declining offers was BOR which most of them expressed gratitude. The third, the influence of social distance on politeness strategy used by the English teachers in declining invitations, offers, and suggestions was not significant. The most prevalent strategy in declining three acts of refusals across status levels was PP strategy. PP strategy mostly dominated the refusals to collocutors of equal and lower status but in refusals to collocutors of higher status, most of English teachers used NP strategy. The last, gender differences virtually has no influence on the choices of politeness strategy in three refusals acts across status levels. Both male and female English teachers conducted the same politeness strategies of in declining invitations, offers, and suggestions in more or less the same frequency. They used PP significantly the highest and OR was the least dominant strategy. Females used PP and NP little bit more often than males but males used BOR and OR little bit more often than females.

This paper is a part of a larger scale interlanguage pragmatic study exploring politeness involved in refusals conducted by the English teachers in East Java, Indonesia. The data were elicited by discourse completion tasks (DCT), from 38 English teachers, (n=14 males and n=24 females). The empirical data of politeness strategies were analyzed by Brown and Levinson's (1987) theory. The findings showed that the EFL teachers applied two semantic formulae indirect and direct strategies in conjunction to adjuncts across three initiating acts of refusals (invitations, offers and suggestions). When declining invitations and suggestions, they mostly applied positive politeness, but when refusing offers they predominantly used bald on record.     Keywords: Politeness, interlanguage pragmatics, refusal strategy

The aim of this study is to investigate strategies and politeness in rejection of the invitation, offer, and suggestions by English teacher in Madison County. This study uses the theoretical framework of Takahashi , Beebe and Uliss - Weltz. Data was collected using Mechanical Completion of Discourse (Discourse Completion Technique). The data source is the 38 English teachers, 14 men and 24 women who teach in junior high schools in Madison County. The results showed as follows: (1) The English teacher at junior high school in Madison County implemented two semantic formula of direct and indirect strategies in three acts of rejection (invitations, offers and suggestions). (2) Indirect strategy in the rejection of the dominant is the supply and advice directly while the dominant strategy used in the rejection of the invitation.

The study investigated politeness strategy in refusal conducted by the English teachers in Madiun regency relating to different social status levels and gender. The data were elicited, using discourse completion tasks (DCT), from 38 English teachers, 14 male and 24 female who teach in Junior high schools in Madiun regency. The collected data are analyzed by using Brown and Levinson's theory of politeness strategy. The refusal strategies were classified based on modified refusal taxonomy by Beebe et al. (1990). The findings of the research are described in line with the problem statements as follows: first, The English teachers of junior high school in Madiun regency applied two semantic formulae indirect and direct strategies in conjunction to adjunct identified by Beebe et al. (1990) across three refusals acts (invitations, offers and suggestions). The indirect strategy was the prominent refusal strategy especially in declining offers and suggestions where as the direct strategy was the highest strategy used in declining invitations. The second, the English teachers used all four politeness strategies (BOR, positive politeness (PP), NP, and OR) of across three refusals acts in more or less the same frequency, except in declining offers they did not use OR strategy. In declining invitations and suggestions, most of the English teachers applied PP strategy and the dominant type was PP 13 Give reasons. The dominant strategy in declining offers was BOR which most of them expressed gratitude. The third, the influence of social distance on politeness strategy used by the English teachers in declining invitations, offers, and suggestions was not significant. The most prevalent strategy in declining three acts of refusals across status levels was PP strategy. PP strategy mostly dominated the refusals to collocutors of equal and lower status but in refusals to collocutors of higher status, most of English teachers used NP strategy. The last, gender differences virtually has no influence on the choices of politeness strategy in three refusals acts across status levels. Both male and female English teachers conducted the same politeness strategies of in declining invitations, offers, and suggestions in more or less the same frequency. They used PP significantly the highest and OR was the least dominant strategy. Females used PP and NP little bit more often than males but males used BOR and OR little bit more often than females.

Ett av många ansvarsområden som en uppsatshandledare har handlar om att möjliggöra och öppna för studentens självständighet. Självständighet knyts i den här undersökningen till studentens delaktighet i handledningssamtalen, och i det sammanhanget är handledarens frågor till studenten centrala. Syftet är därför att undersöka hur handledarna genom ställandet av frågor öppnar för och möjliggör studentens självständighet. Åtta olika handledarsamtal från två utbildningsprogram analyseras utifrån vilka frågor som ställs, och vilka av dessa frågor som öppnar för och möjliggör självständighet. Tre typer av frågor identifieras som särskilt centrala i handledningssamtalen; öppnande och överlämnande frågor, utvecklande och fördjupande frågor samt utmanande och problematiserande frågor. Variationen mellan samtal och handledare visar sig dock vara stor och det visar sig också finnas skillnader i vilken typ av delaktighet som skapas med hjälp av frågorna. 

This paper focuses on the impact of an asynchronous online discussion forum on the development of students‟ ability in and attitudes toward writing in English. Two groups of third-year students (N = 60) majoring in English were assigned to two treatment and control groups, each receiving different types of feedback. Students in the treatment group were required to participate in an online learning environment and exchange feedback with their peers, whereas students in the control group received the traditional face-to-face feedback provided by the teacher. The results of a pre-test, a post-test, and a survey revealed that students‟ writing in the treatment group significantly improved, both semantically and syntactically, and they expressed more positive attitudes toward writing. The findings also indicated that as a result of engaging in the asynchronous online discussion forum and exchanging feedback with peers, students exhibited more control over their work, involved more effect...

This study examines the controversial debate of the exclusion of adult learners’ native language by reporting learners’ and instructors overwhelmingly positive perceptions of its use in English for Specific Purpose (ESP) classes. In this study, multiple methods such as class observations, questionnaires and interviews were used. The research was undertaken in 14 ESP classes for the students of Engineering, Sciences and Humanities at Yazd University, Iran. Extensive qualitative and statistical analysis of the questionnaires revealed that a solid majority of learners from different academic majors and instructors responded positively regarding the use of native language as a pedagogic device for teaching various aspects of the target language. Correspondingly, class observations revealed that all the instructors teaching different academic disciplines resorted to the native language as an appropriate medium for cross-lingual, cross-cultural comparisons. Nevertheless, the results from ...

The present study investigates Iranian EFL learners' subjectivity in single-subject retrospective verbal reports that allow the examination of the changes in the cognitive, social and affective processes involved in L2 pragmatic production. To this end, eighteen EFL learners at three proficiency levels produced verbal reports after the administration of a written discourse completion task eliciting requests and apology in asymmetrical (status-unequal) relations in institutional discourse. Qualitative analyses of students' responses indicate that sociocultural, socio-psychological and socioaffective aspects of the discourse situations influenced both their pragmalinguistic and sociolinguistic choices and negotiation of lexical and grammatical choices in planning the speech acts of requests and apologies. Apparently, the degree of sociocultural accommodation to the L2 pragmatic norms may be a matter of choice as of ability.

This study investigated the impact of individual differences like language proficiency, gender and age on the Iranian EFL learners interlanguage pragmatics in institutional discourse especially, their capacity to recognize and to rate pragmatic and grammatical infelicities in speech act situations of request and apology.  To this end, one hundred and eighty-seven EFL university students at three academic levels—undergraduate, postgraduate and PhD—participated in the study. Cross-sectional data collection was undertaken to analyze the relationship between the variables and the speech acts recognized and rated by learners at different proficiency levels. A three way between subject analyses (ANOVA) showed quantitative differences among the three groups according to individual differences. Further, in-depth analyses of test items indicated that EFL learners’ at the three proficiency levels identified and rated grammatical errors as more serious than pragmatic errors.  Results revealed ...

Human communication, often defined as the transfer of information between human beings, is better understood as the exchange of meaning between them. It has been discovered that meaning hardly makes sense outside the context of communication. Efforts to make sense of meanings date back to the classical times from the metaphysical postulates of Plato and Aristotle, which establish basic paradigms for the interpretation of the relation between 'ideas' and 'individual forms' as correlates of linguistic signs through Locke's postulates of a fully-fledged system of ideas pre-existent to language, Condillac's acknowledgement of the constitutive role of signs, which allow a level of cognitive organization beyond that of animals to the modern realization of the dependence of the mind on language and its social character which lead directly to Humboldt's linguistic relativism. One of the most dynamic breakthroughs in the understanding of human communication and the meanings exchanged therein is semiotics which is often defined as the science, doctrine, or study of signs and has become one of the traditions used in the study of communication. Combining historical inquiry and content analysis as methodological tools, this study explores the trajectory of semiotics, its nature, and dynamics and posits that because signs are socially and culturally polysemous, the use of semiotics requires exposure to diverse disciplines or at least more than one discipline in order to be able to properly underscore its multimodal tenor.

Regarding the important instructional role of email exchanges between teachers and students in institutional environments, this study was conducted as an attempt to examine particular pragmatic features in emails sent by Iranian university students to their professors during the academic year 2012. Following Chalack et al. (2010), the researchers aimed at investigating the pragmatic features of real examples of email messages from academic sources to find some clues as to how female and male Iranian students go about writing such messages, for what purposes, and with what strategies. More specifically, in this study, a corpus consisting of 145 student-initiated emails was analyzed in terms of the senders' use of communicative strategies and communicative topics by using both descriptive statistics and inferential statistics. While findings related to the first two posed research questions showed both similarities and differences compared to the most prominent works on this genre, the analysis also revealed some interesting points about the use of abbreviations by the senders and also their awareness of the medium they were using for contacting their instructors.

The article examines the roles of prepositions in Kinyarwanda language, the motivation behind the examination was that most studies on Kinyarwanda are on contentive words, and those that have touched on Kinyarwanda prepositions in passing are incomplete, thus desires investigation to fulfill this gap. The Schema and cognitive semantics theories guided the analysis under the Leipzig glossing rules' representation. Unstructured interviews and critical document analysis were methods of data gathering from three Nyarwanda natives who were selected purposively as they are trilingual speakers of English, Kiswahili, and Kinyarwanda. The work revealed that prepositions of Kinyarwanda have socio-cultural significance and their meanings are conceptual. In other words, prepositions are vehicles for multi-communicative facts as they indicate time, dimensional, relative positions, places, instrumentality, passage, conjunctive and causation facets. The paper argues that functors including prepositions have a direct philosophical stance to native speakers, as one preposition may present different contextual semantics. From this base, storing or keeping and documenting functors in Kinyarwanda specifically preposition remain tangible phenomena in the current sphere of research.

The purpose of this article describes the factors that influence the choice of goat names in the ẞasukuma communities of Tanzania. No study being conducted to investigate these names is known, a reason this study was conducted under the guidance of Nick name and Mediated Reference or Descriptive Theories. The study used a case study design and was grounded on the Phenomenology Paradigm which was considered appropriate for obtaining qualitative information about the concerned topic. Ten informants were selected purposively through snowball sampling techniques from two villages: Mwamashimba village located in Kwimba District in Mwanza Region and Kasamwa Village in Geita District. Unstructured interviews and focus group discussion were the instruments used to collect data. The study revealed three determinant factors of goat names given by the ẞasukuma people namely: Structure (e.g. Bhuyenze, ẞusolo or nsolo), color (e.g. Matimyabhili, Shilungu, Ng'hubha, Bhulegi and Ibhala or Wilongo) and etymology (e.g. Subhi). Each goat name has cultural signification in the Sukuma speech community. Based on the findings, it was concluded that names are very important in social and cultural maintenance in Sukuma speech communities. It is recommended that children have to be taught the traditional names that signify phenomena related to lives such as events, birth, beliefs, agriculture, unity, peace and healing.