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Article published In: Pragmatics & Cognition
Vol. 26:2/3 (2019) ► pp.447–473

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Pragmatic awareness and second language learning motivation

A mixed-methods investigation

 | Xiamen University, China
 | Beihang University, China
Published online: 12 February 2021
DOI logo with link
https://doi.org/10.1075/pc.19022.yan
Abstract
Motivation has an effect on the rate and success of second language (L2) learning. However, little is known about its role in students’ levels of L2 pragmatic awareness. This study investigated whether and to what extent students’ L2 motivation influences their pragmatic awareness. A total of 498 Chinese university students completed a two-part web-based survey (an appropriateness judgement task and a motivation questionnaire), of whom 12 were subsequently interviewed. The quantitative results show that pragmatic awareness correlates positively with attitudes towards the L2 community and the intended learning efforts. Moreover, a model combining the intended learning efforts, attitudes towards the L2 community and attitudes towards learning English can significantly predict pragmatic awareness. The analysis of semi-structured interviews reveals a mismatch between students’ immediate needs when learning English and outcomes of pragmatic acquisition, which may contribute to the absent correlation between overall levels of L2 motivation and pragmatic awareness.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1L2 Motivational self system
    • 2.2Pragmatic awareness
    • 2.3L2 Motivation and pragmatic awareness
  • 3.This study
    • 3.1Participants
    • 3.2Instruments
    • 3.3Procedures
    • 3.4Data analysis
  • 4.Results
    • 4.1Judgements of the appropriateness of pragmatic (in)felicities
    • 4.2Correlations between L2 motivation and L2 pragmatic awareness
    • 4.3Prediction of L2 motivation in the development of L2 pragmatic awareness
    • 4.4Students’ attitude(s) towards L2 pragmatic awareness
  • 5.Discussion
  • 6.Conclusion
  • Note
  • References
References (54)
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