A large body of literature has examined the role explicit teaching on L2 pragmatics. Previous research findings confirmed that a positive impact development learners’ pragmatic competence. Many studies attempt to explore efficacy instruction in improving pragmatics competence terms learners' speech acts requesting. However, little attention been focused request strategies young learners. This s...

This article explores the ways in which Asian American teenagers creatively appropriated two African American slang terms: aite and na mean. While some teens racialized slang as belonging to African Americans, other teens authenticated identities as slang speakers. Through close analysis of slang-inuse and particularly of the metapragmatic discussions such uses inspired, this article examines h...

This paper seeks to address the relation between semantics, pragmatics and productivity of a low level lexico-grammatical construction, Have N (body part/attitude) ↔metapragmatic comment. The question posed is how semantics affects productivity, in generative sense extensibility construction (a form meaning pairing). method identifies specificity variations comment within pragmeme politeness us...

l2 research has shown that instruction in l2 pragmatics is necessary. the current study evaluated the impact of explicit instruction on efl learner's awareness and production of three speech acts of request, apology, and complaint. it also probed whether learners’ language proficiency plays any role in incorporating pragmatic instruction into the l2 classroom. iranian undergraduate student...

Although research on humorous practices of Anglo-Australians has received much attention, the understanding those by members various multilingual communities in Australia not been studied. In this paper, we look at metapragmatic comments concept familiarity relation to conversational humour, particularly focusing Mandarin Chinese speakers’ perceptions humour Australian English. order explore wh...

This study examines addressing choices by combining university students' and teachers’ perspectives, concentrating on the French pronominal address forms (tu, T vous, V). Our data consist of a triangulation an oral discourse completion task (ODCT), retrospective interviews, focus group discussions among informants consisting L2 speakers L1 Finnish French. In our analysis, we examined horizontal...