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...

A common assumption is that communicative competence simply fl ows from some possibly innate by-product of vocal development. Understanding the dimensions of competence, or what in this chapter is called “communicative pragmatics,” can be summed up as answering the “wh” questions, the “who,” “what,” “where,” “when,” and “why” of vocal performance. This chapter shows that songbirds and infants h...

Many developmental psycholinguists assume that young children have adult syntactic competence, this assumption being operationalized in the use of adult-like grammars to describe young children's language. This "continuity assumption" has never had strong empirical support, but recently a number of new findings have emerged - both from systematic analyses of children's spontaneous speech and fr...

Inferences about linguistic competence in children are typically based on spontaneous speech. This poses a problem since we know that other factors are also involved in speech production. Children who may use complex object and adverbial NPs do not use complex subject NPs. Is this a competence deficit, a performance problem, or simply a reflection of pragmatic factors? Evidence presented here s...

this study investigated the effectiveness of explicit pragmatic instruction on the acquisition of requests by college-level english as foreign language (efl) learners in taiwan. the goal was to determine first whether the use of explicit pragmatic instruction had a positive effect on efl learners’ pragmatic competence. second, the relative effectiveness of presenting pragmatics through two deli...

since any kind of training aims at educating professionals, this research tries to merge theoretical and practical bases of translation training and remove any obstacles in different educational programs existing in the fields of translation studies. translation training is not confined to language teaching, although mastering both source and target languages will make the translators more succ...

Autism Spectrum Disorders (ASD) refers to a wide range of circumstances characterized by challenges with social skills, repetitive behaviors, language, and nonverbal communication. While structural language is known vary broadly in children ASD, pragmatic has been claimed be consistently impaired within this population. To have better understanding development the related impairments, ”dynamica...

The main purpose of this article is to present the development and evolution two fundamental components communicative competence in teaching foreign languages: pragmatics interculturality. We will analyze different visions pragmatic intercultural competence, which are sometimes treated as synonymous concepts. focus our attention on problems observed class a consequence great diversity cultural ...

Existing models of competence development are characterised by a fixed sequence of stages of which assessment by others and following a fixed set of competence development activities are obligatory components. This paper shows that these models do not do justice to the large diversity of learning needs among lifelong learners. It then presents a model, consisting of four non-obligatory stages t...

We may make an intuitive judgment that some linguistic expression is odd or deviant. But we cannot in general know, pretheoretically, whether this deviance is a matter of syntax, semantics, pragmatics, belief , memory limitations, style, etc. [Chomsky (1977:4)] 1 Introduction At least since the pioneering work of Chomsky and Miller (1963), it has been generally agreed within discussions of gram...