Documents Lazenby Simpson (B.) 2 résultats

This paper is concerned with the acquisition of pragmatic cornpetence by second language leamers in the target language environment; its empirical component focuses on learners taking a course in English as a foreign language at a language school in Dublin. The paper takes as its starting point the hypothesis that learners who perceive social or cultural distance between themselves and the target language culture, will have greater difficulty in achieving pragmatic competence and in developing cultural and pragmatic awareness, than those who do not perceive this distance. While certain cultures are "obviously" distant such as those of Japanese and Arabic learners, other learners from. apparently similar cultural backgrounds, such as Spanish or Gennan, may also experience difficulty in appreciating the general appropriacy of language to situations which are culture-bound.
The first section of the paper considers the question of the relation between language and culture and then examines the principal theories of communicative competence and the position of pragmatic compe-tence within these theories. The organization of knowledge into schemata is discussed, in terms of the influence this may have upon a learner, particularly one who lacks the schernata appropriate to new cultural situations. Social distance is described as it applies to the language learner, and the stages through which a learner may pass in the process of acculturation are also considered. The phenomenon of culture shock and the influence of the stage of anomie as a potentially greater cultural understanding, critical period for a learner are examined. The second section considers the theory of Speech Acts and their realization in the achievement of communicative competence. Grice's Conversational Maxims are discussed, and the difficulties which can occur in crosscultural communication are described, particularly in relation to indirect speech acts. A number of studies concerned with the realization of speech acts are examined, relating both to native speakers and language learners. The third section introduces the empirical study and describes the individual subjects involved and the instruments used, while the fourth section presents the findings of the study. The fifth section outlines pedagogical proposals prompted by the results of the study.

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Les vingt exemples de pages annotées de PEL qui suivent sont tirés de dix PEL validés qui, ensemble, concernent les apprenants en langue de la fin du cycle primaire jusqu'au niveau universitaire ou de l'éducation des adultes. [Résumé éditeur]