The Effects of L2 Proficiency on Pragmatic Comprehension and Learner Strategies

The present study aimed to examine the effect of proficiency on pragmatic comprehension speech acts, implicatures, and routines, as well way learners different levels employ strategies when comprehending a task. Thirty-three high-proficiency forty-one low-proficiency Chinese English completed multiple-choice discourse completion task (MDCT). Of participants, six were selected from two groups perform verbal retrospections probe their strategy use in MDCT quantitative results showed that group performed significantly better than routines. In addition, analyses reports identified eight major used while performing task, including sociopragmatics, hearer’s response, relevance, keyword/key phrase, life experience/world knowledge, amount information, intuition, multiple strategies. significant strategies, information relevance. group, other hand, indicated intuition. Close examination further revealed more flexibility use, thus leading accurate performance. Conversely, did not vary which normally led incorrect responses Finally, closes by providing pedagogical implications for language teachers how instruction can be implemented L2 pragmatics classrooms.