An Investigation Into The Relationship Between Motivation And Pragmatic Competence: A Case Study Of Chinese Efl Learners Of Hebei University
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Date
2016-03
Authors
Li, Rui
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
Research into factors that can affect second/foreign language (L2) pragmatic acquisition, in particular and L2 pragmatic competence, in general began in the
1900s but the effects of some individual factors on the development of L2 learners’ pragmatic competence are still under-researched. One of these factors is motivation which is assumed to contribute to the noticing or awareness of the target language features and the learning of L2 pragmatics (Kasper & Rose, 2002; Schmidt, 1993). In order to examine whether a relationship exists between motivation and pragmatic competence in terms of pragmatic awareness and production, a study was conducted on Chinese English as a foreign language (EFL) learners of Hebei University. The conceptual framework of the study is based on the Noticing Hypothesis (Schmidt,
1993) and the Acculturation Model (Schumann, 1978, 1986). The study collected data through a motivation questionnaire, a multiple-choice discourse completion task (MDCT) and a written discourse completion task (WDCT) from 85 third-year English-major undergraduates in China. In addition, twelve participants were interviewed about their decision-making rationale in completing the WDCT and the MDCT as well as their learning activities outside the English classroom. The data were analysed both quantitatively and qualitatively following a mixed methods research design. The results of the study showed that Chinese EFL learners were weak in identifying and producing appropriate language in context. They paid more attention to social power levels than to the degree of imposition inherent in the situations and they had difficulty in identifying the pragmatic meaning and force that different strategies and linguistic forms convey in English. The research data also revealed that motivation influenced Chinese EFL learners’ pragmatic awareness and production. Among the motivation subscales examined, intrinsic interest was the primary contributor to their pragmatic competence. Moreover, it was found that in the learning of L2 pragmatics, motivation had an indirect effect on pragmatic production through pragmatic awareness. In comparison with less motivated learners, relatively highly motivated learners were more likely to pay attention to English language use and the L2 culture in learning activities that involved both types of learners, such as watching English movies and talking with native English speakers. The study addresses a need for the cultivation of motivation among Chinese EFL learners in order to enhance their L2 pragmatic competence, especially their appreciation or fondness of the target language and its culture. It also provides an insight into the learning of L2 pragmatics that EFL teachers can draw upon in designing and implementing teaching techniques that promote learners’ pragmatic competence.
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Keywords
Second/foreign language , Chinese English