In:Pragmatic Transfer and Development: Evidence from EFL learners in China
Wei Li
[Pragmatics & Beyond New Series 287] 2018
► pp. v–viii
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Published online: 20 March 2018
https://doi.org/10.1075/pbns.287.toc
https://doi.org/10.1075/pbns.287.toc
Table of contents
List of tables
ix
List of figures
xi
Abbreviations
xiii
Acknowledgements
xv
Chapter 1.Introduction
1
Chapter 2.Literature review
7
2.1Pragmatic competence
7
2.1.1Hymes’ concept of communicative competence
7
2.1.2Canale’s framework
8
2.1.3Bachman’s framework
9
2.2Speech act theory
10
2.2.1Austin
10
2.2.2Searle
11
2.3Politeness theories
13
2.3.1Politeness principle
13
2.3.2Face-saving theory
15
2.3.3The Chinese concept of politeness
19
2.4Empirical studies on speech acts
21
2.4.1Cross-cultural speech act studies
21
2.4.2Studies on interlanguage pragmatics
27
2.4.3Studies on requests and refusals by Chinese speakers and EFL learners
32
2.4.4Studies on speech acts in emails
38
2.5Pragmatic transfer
43
2.5.1Definition of pragmatic transfer
43
2.5.2Studies on pragmatic transfer
45
2.5.3Pragmatic transfer and linguistic proficiency
53
2.6Data collection methods
58
2.6.1Naturally occurring data
58
2.6.2Production questionnaires
59
Chapter 3.Methodology
65
3.1Participants
65
3.2Instruments
66
3.3Data collection procedures
70
3.4Data coding
72
3.4.1Requests
72
3.4.2Refusals
81
3.5Data analysis
87
Chapter 4.Results: requests
91
4.1Pragmalinguistic transfer
91
4.1.1Frequency by group
91
4.1.2Frequency by situation
99
4.1.3Average number
118
4.1.4Form/content
123
4.2Sociopragmatic transfer
131
4.2.1Relative power
131
4.2.2Size of imposition
141
4.3Pragmatic transfer and linguistic proficiency
145
4.3.1Pragmalinguistic transfer and linguistic proficiency
145
4.3.2Sociopragmatic transfer and linguistic proficiency
149
Chapter 5.Results: refusals
153
5.1Pragmalinguistic transfer
153
5.1.1Frequency by group
153
5.1.2Frequency by situation
157
5.1.3Average number
170
5.1.4Form/content
172
5.2Sociopragmatic transfer
176
5.2.1Frequency
176
5.2.2Average number
180
5.2.3Form/content
180
5.3Pragmatic transfer and linguistic proficiency
185
5.3.1Pragmalinguistic transfer and linguistic proficiency
185
5.3.2Sociopragmatic transfer and linguistic proficiency
188
Chapter 6.Discussion and conclusion
191
6.1Summary of findings
191
6.1.1Pragmalinguistic transfer
192
6.1.2Sociopragmatic transfer
195
6.1.3Pragmatic transfer and linguistic proficiency
198
6.2Universality vs. culture specificity
201
6.3L2 pragmatic development
209
6.4Pedagogical implications
216
6.5Comparison of findings with other studies
222
6.6Limitations
227
6.7Suggestions for future research
228
Appendix
231
References
249
Name index
263
Subject index
265
