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In:L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process
Edited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón
[Language Learning & Language Teaching 58] 2023
► pp. 191–213

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Chapter 8
Task motivation effects on L2 pragmatics

 | Rikkyo University, USA
Published online: 12 April 2023
DOI logo with link
https://doi.org/10.1075/lllt.58.08tak
Noticing target pragmatic features in the input does not necessarily lead to learning, as evidenced by Takahashi (2013, 2015). By focusing on aware learners, this study explored the extent to which Japanese English language learners’ task motivation affects their awareness of English bi-clausal request forms in implicit intervention and their subsequent learning outcomes. Data from the awareness tasks and learning assessment measures were analysed in the framework of provision (noticing + learning) versus non-provision (noticing only) learners. The results indicated that the target forms were most likely to be learned by those who maintained their mastery goals regarding the target forms and adequate motivational intensity throughout the multiple tasks.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Conceptualising task motivation: Towards a dynamic view of motivation
    • 2.2Motivational task-processing system
    • 2.3Research on motivation in L2 pragmatics
    • 2.4The present study
  • 3.Methodology
    • 3.1Design
    • 3.2Participants
    • 3.3Materials
      • 3.3.1Pre- and post-test measures
      • 3.3.2Awareness session materials
    • 3.4Procedures
    • 3.5Data analysis
  • 4.Results and discussion
    • 4.1Awareness levels: Full-detection forms
    • 4.2Awareness and task motivation
      • 4.2.1Pattern 1 (provision) vs. Pattern 3 (non-provision): Mastery-oriented learners
      • 4.2.2Pattern 2 (provision) vs. Patterns 4 and 5 (non-provision): Performance-oriented learners
    • 4.3General discussion
  • 5.Conclusion and pedagogical implications
  • 6.Limitations and future directions
  • Notes
  • References
References (40)
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