Reconsideration on the role of pragmatic transfer

This paper reconsiders the role of L 1 pragmatic transfer on English learning after a brief historical review of the pragmatic transfer research. As pragmatic transfer is a communicative strategy which the language learners tend to use to deal with the immediate problems and difficulties in communication and to develop their pragmatic competence of the target language, the paper comes to the conclusion that foreign language teachers should consciously introduce the pragmatic transfer as a communicative strategy into the classroom teaching, and try to find effective means to cultivate their students＇ abilities of pragmatic transfer in order to develop pragmatic competence.

Pragmatic Failure In Intercultural Communication Based on Negative Transfer

In recent years, with the fast development of economy, international trade makes the communication constantly hap pen between people who come from different cultural backgrounds. Generally, the cultural difference may interrupt the commu nication and cause the failure of communication. A communicator, who is affected by his native culture, sometimes cannot under stand the foreigners' intention or express himself exactly in foreign language. Then, it is pragmatic failure. The thesis is to search the ways to solve the problem by analyzing the pragmatic failure.

Negative Pragmatic Transfer in Compliment Responses by Chinese College-level English Learners

The purpose of this empirical study is to investigate the employment of the strategies among the Chinese college-level English learners in responding to compliments and the negative pragmatic transfer involved in their responses. The results show that the subjects tend to apply "Accepting" strategy in their responding to compliments and there does exist negative pragmatic transfer.

Studies of negative pragmatic transfer in interlanguage pragmatics

Negative pragmatic transfer (NPT) is nothing but a difference of saying things between non native speakers and native speakers. It occupies an important position in interlanguage pragmatics whose mission is to scrutinize how non native speakers do things with words with L2. This paper reported that 4 NPT related aspects have been heavily documented in the current literature: 1) L1 negative pragmatic transfers at the speech act level; 2) the distinction between negative pragmalinguistic and sociopragmatic transfers; 3) conditions of negative pragmatic transfers; and 4) native speaker’s attitudes towards L1 negative pragmatic transfers. Consequently, issues for future studies are also raised.

The Effect of Study-Abroad on Pragmatic Transfer

This study aims to investigate the effect that studying abroad may have on pragmatic transfer in requests, refusals, and expressions of gratitude, produced by Japanese learners of English. Twentytwo Japanese college students completed a multimedia elicitation task(MET) before and after studying in the US for one semester, together with twenty-two L1 English speakers and twenty L1 Japanese speakers as baseline data. The MET is a computer-based instrument for eliciting oral data.Unlike previous studies on pragmatic transfer, which often lack statistical evidence, this study includes statistical analysis. The analysis revealed that negative pragmatic transfer occurs within a limited range. The identified transfer includes pragmalinguistic transfer, whereby, assuming that their politeness levels are equal, learners directly translate L1 expressions into L2;and sociopragmatic transfer, whereby learners transfer L1 discourse patterns and functions. Resistance to L2 norms and increased fluency can be influencing factors. The results indicated that the effect of study-abroad is limited because most of the negative transfer which was identified before studying abroad remained after studying abroad. Thus, the necessity of explicit pragmatic instruction was proposed.

Pragmatic Transfer in Compliment Responses by Chinese Learners of English

This paper reports a study on the pragmatic transfer in compliment responses by Chinese Learners of English. It has three aims： （1） to discover similarities and differences in compliment responses between the American English speakers （AES） and Chinese Learners of English （CLE）; （2） to provide empirical evidence for or against existing theories of pragmatic transfer in compliment responses and （3） to reveal differences of social values between the two groups. The results of this study are compared with those of R. Chen who made a similar study in 1993. The changes in the past ten years are discussed at the end.

Pragmatic Transfer and Failure in High School Students' English Writing and its implications for English Teaching

Pragmatic transfer is an evitable phenomenon in foreign language learning.When the rules of the native language and the target language are the same,the transfer can be positive;otherwise,negative transfer arises.From the perspective of pragmatics,this paper classifies and makes a qualitative and quantitative analysis of the pragmatic failure in students' writing and elucidates the implications for the teaching of English writing.

Study on the Pragmatic TransferBetween Chinese and American Apology-making

This paper aims to analyze the selection of apology strategies by Chinese students at different levels of linguisticproficiency, as compared with that of the native American speakers, finally revealing the similarities and differences among all thegroups as far as the strategy selections are concerned.

Pragmatic Transfer and Foreign Language Proficiency A Study Based on Chinese EFL Learners ＇ Refusal

The present study is designed to investigate the relationship between pragmatic transfer and foreign language proficiency so as to test the hypotheses of previous researchers on this issue.The result indicates that evidence of pragmatic transfer exists in the refusals of learners’English at all three proficiency levels.Furthermore,pragmatic transfer increases as learners’proficiency increases.This phenomenon is possibly related to the traditional English teaching mode in China which put much attention to grammar and form instead of communicative and pragmatic competence development.To solve such problem,pragmatic instruction of English need be advocated:learners’pragmatic awareness should be developed as early as possible and pragmatic knowledge need be added all through the process of language teaching.

Negative Pragmatic Transfer and Its Inspiration on the Foreign Languages Teaching and Intercultural Communication

The negative pragmatic transfer in second language acquisition has been seen as the major cause of pragmatic failure. In fact, the constant experiencing of negative pragmatic transfer is an active process of learning. The paper investigates the characteristics and classification of the negative pragmatic transfer so that people will have an objective attitude towards it. The author also provides suggestions and strategies so as to help the foreign language learners to establish the confidence in the foreign language study and intercultural communication.

A Pragmatic Analysis of the Negative Transfer in Chinese EFL Learners

This paper analyzes the accuracy and appropriacy of the recorded data from a group of Chinese-speaking English learners who has finished three communicative tasks set in different contexts.It also tries to find out how the participants' learning history and the present Chinese EFL context influence their performance.The results suggest that the participants rely on a limited set of request,apology,and refusal strategies.And it is evident that low-level learners often refer to their L1 for sentence constructions and lexical items.Although the evidence is still fragmentary,enough exists to indicate that transfer involving discourse can often occur in foreign language acquisition.

Pragmatic Transfer in the Speech Act of Compliment among Chinese EFL Learners

This article reviews the notions of transfer and its subcategories of positive transfer as well as negative transfer.This article also considers the research on pragmatic transfer in the speech act of compliment in first language as well as second and foreign language contexts.In addition,it further explores three research questions concerning pragmatic transfer in compliment among Chinese EFL(English as a foreign language)learners.

The Study for the Causes of Pragmatic Failure

This paper,based on the questionnaire,deduces the causes of pragmatic failure which are summarized into four:The different value orientation between the two cultures,consisting individualism versus collectivism,power distance,connotation versus denotation,and orientation towards time,negative transfer of equivalent structures and behaviors,insufficient or improper teaching and the scarcity of universal knowledge for communication.

Interlanguage pragmatics

The article is mainly about the explanation of the interlanguage pragmatics.And further arouse people’s attention that learning a foreign language well means understanding the culture of the target language.Or we may encounter pragmatic failure and pragmatic transfer.

Negative Cultural Transfer in English Teaching and Its Alleviating Principles

Teaching English as a foreign language is not tantamount to elaborating on syntactic structures or learning new vocabulary and expressions, but should incorporate some cultural elements which are intertwined with the language itself. The main premise of the paper is that effective communication is more than a matter of linguistic proficiency and the learner's pragmatic competence is more or less arrested by the negative cultural transfer from the mother tongue, and based on that premise, the paper analyses the reasons behind negative cultural transfer from the lexical dimension, the speech act dimension, and the psychological dimension, and concludes with a tripartite toolkit of alleviating principles respectively corresponding to the classroom instruction, the teachers, and the students.

The Influence of Negative Language Transfer

With the advance of the research of language learning, the field of SLA has expanded more expansively and native language transfer has become a popular issue in academia field. It exists in all language learning process, with different forms,which is mainly observed in three aspects including pronunciation, vocabulary and syntax. Furthermore, negative transfer is a major barrier influencing learners' second language improvement. This paper dwells on negative transfer. The comparison on language system and cultural background between native and target language should be attached great importance and analyzed.It is conducive to reduce the effect of native language and speed up the rapid learners' learning step.

On Pragmatic "Borrowing Transfer":Evidence from Chinese EFL Learner's Compliment Response Behavior

本研究通过考察中国英语学习者的恭维应答语,试图为语用"外借迁移"提供更多的实证数据。92份问卷调查(DCT)被分发给两组不同的受试(英语专业和非英语专业)。通过对比两组受试的恭维应答语,研究发现,英专组比非英专组更倾向于选择"接受"策略,而非英专组比英专组更倾向于选择"不接受"策略。L2的规范对中国英语学习者恭维应答语的影响似乎与L2学习时间长短和L2水平有关。本研究的结果为语用"外借迁移"提供了初步实证数据。

影响二语语用能力发展的因素

Ellis认为语言能力是语用能力发展的基础,是语用迁移发生的前提,学习者在交往中因处于不利地位失去了发展语用能力的机会.本文将基于Kasper和Rose以及Kasper所做的语用习得研究综述对Ellis所提出的语用习得理论做出回应.近来的研究结果并不支持Ellis的理论.语用能力、语法能力以及它们的发展与学习生活环境有着复杂的联系.随着语法和语用概念的外延,两者的区分度会越来越模糊,彼此相互作用,但并不是一方为另一方的基础.语言能力对语用迁移有影响,但不是唯一的因素,在某种程度上语言使用者对两种语言的认识起决定作用.任何交往行为都有利于语用能力的发展,关键在于是否能充分利用交往行为.