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Article published In: Pragmatics
Vol. 31:4 (2021) ► pp.617–646

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The development of interlanguage pragmatic markers in alignment with role relationships

ORCiD logo with link | South China Agricultural University
 | South China Agricultural University
 | South China Agricultural University
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Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.
Published online: 23 July 2021
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https://doi.org/10.1075/prag.20013.xia
Abstract
Studies on the development of interlanguage pragmatic markers (PMs) have attracted increasing interest recently. However, little research is available on the PM dynamic development in alignment with English-as-a-foreign-language (EFL) classroom contexts. Given the lacuna, this article, based on the Complexity and the Alignment theories, investigates how PMs develop and how aligning with film-situated un/equal role relationships influences development. The study with eight data collection points tracks 28 EFL learners’ PM production over around 1.5 year. Results revealed: (1) the employed PM functions fluctuated but developed from singular to multiple, with the interpersonal function use being regressive and the structural and the cognitive, progressive; (2) the PM development manifested a significant gain in aligning with the equal role relationships; and (3) different proficiency learners had dissimilar PM development. These findings corroborate the view of context-dependent dynamic development and provide strong evidence for aligning EFL learning with various role relationships.
Article outline
  • 1.Introduction
  • 2.Functions of PMs and their dynamic development in EFL studies
    • 2.1Functions of PMs and their empirical studies
    • 2.2Complexity theory and dynamic development in interlanguage PM studies
  • 3.Situational alignment
  • 4.Methodology
    • 4.1Design
    • 4.2Participants
    • 4.3Materials and tools
    • 4.4Procedure
    • 4.5Data collection and analysis
  • 5.Results
    • 5.1The overall picture of interlanguage PM development
    • 5.2Dynamic changes and development of interlanguage PM functions
      • 5.2.1The frequencies and functions of ‘yeah’
      • 5.2.2The frequencies and functions of ‘well’
      • 5.2.3The frequencies and functions of ‘you know’
    • 5.3The influence of types of role relationships on the learning of interlanguage PMs
    • 5.4Differences between the subgroups in the use of interlanguage PMs
  • 6.Discussion
    • 6.1The dynamic development in the frequencies and functions of interlanguage PMs
    • 6.2Influence of types of role relationships on the use of interlanguage PMs
    • 6.3Subgroups’ differences in the frequencies and functions of interlanguage PMs
  • 7.Conclusion
  • Acknowledgements
  • Notes
  • References
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