pragmatic failures into pragmalinguistic and sociopragmatic perspectives of language uses presents the participating EFL learners’ pragmalinguistic and sociopragmatic performance when
claim that any absolute distinction can be drawn between pragmalinguistic and sociopragmatic competence and provide teachers with more pedagogical implications. Key words: interlanguage
learners are equipped with both pragmalinguistic and sociopragmatic competence (Kasper & Rose their limited pragmatic competence. With the interlanguage transfer, these learners often
pragmatic competence originated from the pioneering work on communicative competence by Hymes communicative competence, Bachman (1990) stated the concept of pragmatic competence, which deals
4.3 The relationships between invisible pragmatic elements and English uses in the native and nonnative speakers in the target language, pragmatic competence (PC) is an
?” by the EFL learners might suggest they lack pragmatic competence and were unable to apply focuses on exploring linguistic and pragmatic competence (Ellis, 1994) and determining how
transfer: refers to the carry-over influence of the L1 pragmalinguistic and sociopragmatic are pragmatics and pragmatic competence, cross-cultural pragmatics, interlanguage
has been done to investigate the cross-cultural and interlanguage pragmatic differences competence. Some scholars even puzzled about the difference between linguistic competence and
7 1.4 Definitions of Terms Pragmatic competence: The ability to comprehend and 研究 A Study of the Correlation between EFL Learners’ Cultural Background and Refusal
to equip with linguistic competence including pragmalinguistic andsociopragmatic acquisition of pragmatic competence has been a popularissue since the past decades (Han 2012, Chen
為了持續優化網站功能與使用者體驗,本網站將Cookies分析技術用於網站營運、分析和個人化服務之目的。
若您繼續瀏覽本網站,即表示您同意本網站使用Cookies。