Second language  learners often develop grammatical competence in the absence of concomitant pragmatic competence (Kasper & Roever, 2005) and the exact nature of the relationship between the two competences is still indistinct and in need of inquiries ( Bardovi-Harlig, 1999; Khatib & Ahmadisafa, 2011). This study is a partial attempt to address the lacuna and aims to see if any relationship ca...

One of the theories accounting for pragmatic development of L2 learners is Vygotsky’s (1978) sociocultural  theory.  This  study  investigated  the  development  of  EFL  learners'  pragmatic competence through the lens of an important concept of Vygotsky’s theory, i.e.  the  zone  of proximal  development.  The  study  was  conducted  to  answer  two  questions.  The  first  question was wheth...

This study examined how motivation for learning English, the amount of contact with English, and  length  of  residence  in  the  target language area affects Korean graduate students’ English pragmatic skills. The study attempted to account for differential pragmatic development among 50  graduate-level  Korean  students  in  relation  to  individual  factors  mentioned  above.  The  data were...

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This PDF file contains pages extracted from Agile Web Development with Rails 4, published by the Pragmatic Bookshelf. For more information or to purchase a paperback or PDF copy, please visit http://www.pragprog.com . Note: This extract contains some colored text (particularly in code listing). This is available only in online versions of the books. The printed versions are black and white. Pag...

the present study investigated learners’ interlanguage pragmatic development through analysis of 99 requestive emails addressed to a faculty member over a period of up to two years. most previous studies mainly investigated how non-native english speaking students’ (nness) pragmalinguistic and sociopragmatic competence differed from native english speaking students (ness) and compared learners ...

The present study investigated learners’ interlanguage pragmatic development through analysis of 99 requestive emails addressed to a faculty member over a period of up to two years. Most previous studies mainly investigated how non-native English speaking students’ (NNESs) pragmalinguistic and sociopragmatic competence differed from native English speaking students (NESs) and compared learners ...