Genres and pragmatic competence  

Oleh:

Ifantidou, Elly

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of Pragmatics: An Interdiciplinary Journal of Language Studies vol. 43 no. 01 (2011), page 327–346.
Topik: Implicatures Genre-based tasks Explicit instruction Meta/pragmatic awareness Language proficiency
Fulltext: Ifantidou_E.pdf (367.67KB)

Isi artikel

How genres can be used to enhance pragmatic competence is an issue not adequately explored. Pragmatic competence is defined in this paper as a twofold ability relying on two types of competence: (a) pragmatic awareness, i.e. the ability to correctly identify pragmatically inferred effects in the form of implicated conclusions, e.g. irony, humour, contempt, respect, favouring, or incriminating attitudes conveyed by different text-types, and (b) metapragmatic awareness, the ability to meta-represent and explicate the link between relevant linguistic indexes and pragmatic effects retrieved by readers. Results from non-native university learners of English indicate that explicit genre-based instruction has significant positive effects on the development of genre-focused, convention-specific discourse but not on the development of pragmatic competence in low-level language proficiency learners. A positive correlation between language proficiency and pragmatic competence is further consolidated by the data.

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