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Volume 26, Issue 2-3
  • ISSN 0929-0907
  • E-ISSN: 1569-9943
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Abstract

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.

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2021-02-12
2024-10-08

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/content/journals/10.1075/pc.19022.yan
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Pragmatic awareness and second language learning motivation
Pragmatics & Cognition 26, 447 (2019); https://doi.org/10.1075/pc.19022.yan
/content/journals/10.1075/pc.19022.yan
/content/journals/10.1075/pc.19022.yan
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  • Article Type: Research Article
Keyword(s): appropriateness judgment task; L2 motivation; pragmatic awareness

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