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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. 215–239

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Chapter 9
Language attitude effects on L2 pragmatics

 | Universidad Complutense de Madrid, Spain
Published online: 12 April 2023
DOI logo with link
https://doi.org/10.1075/lllt.58.09sen
This chapter explores the relationship between second language (L2) pragmatic competence and language attitude, an individual difference (ID) that has received scant attention in the field of Interlanguage Pragmatics. Additionally, it examines the role instruction may play in such a relationship, drawing from the idea that instruction in the foreign language context may guide students’ language attitudes and in turn enhance their L2 pragmatic skills. Seventy-three English as a Foreign Language students completed a questionnaire about attitude towards English as an International Language, and gave academic oral presentations that elicited the use of pragmatic markers. Moreover, a subset of 34 students received instruction on L2 pragmatics from an English as an International Language perspective. The results revealed an interplay among language attitude, instruction and L2 pragmatic competence which highlights the importance of focusing on students’ IDs to maximise their pragmatic learning.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Language attitude
    • 2.2Language attitude and L2 pragmatics
  • 3.Methodology
    • 3.1Participants
    • 3.2Procedure
    • 3.3The target pragmatic feature: Pragmatic markers
    • 3.4Instruments
      • 3.4.1Language attitude questionnaire
      • 3.4.2Oral presentations
    • 3.5Pedagogical intervention
    • 3.6Data analysis
  • 4.Results and discussion
    • 4.1Relationship between language attitude and L2 pragmatic competence
    • 4.2Effects of instruction on language attitude and L2 pragmatic competence
  • 5.Conclusions
    • 5.1Limitations and future directions
    • 5.2Pedagogical implications
  • References
  • Appendix
References (39)
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Márquez, Daniel & Alicia Martínez-Flor
2025. Suggestions: An integrated taxonomy and its pedagogical application in L2 pragmatic instruction. Complutense Journal of English Studies 33 ► pp. e101783 ff. DOI logo

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