Keywords
Error analysis
Error labelling
Foreign languages
Pragmatic competence Análisis de Errores
Competencia Pragmática
Didáctica del inglés
Etiquetado de errores
Lenguas extranjeras
Abstract
The aim of this study is to analyze the pragmatic competence of a group of 50 B2-level English learners through the analysis of pragmatic errors (Grice, 1975; Lin, 2008; Sharifam, 2015) in written productions over a two-month period. The methodology employed includes a detailed analysis of pragmatic and communicative errors in essays written by the intervention group learners, identifying pragmatic failures and their relationship with intercultural and communicative competence. The results indicate that the main pragmatic failure is due to cultural discernment (Hymes, 1972; Latif, 2001). Thanks to the methodological approach, pragmatic errors are classified into different linguistic and sociopragmatic errors, along with their nature; the former are determined to occur when the speaker's expression does not match native habits, while the latter are concluded to be due to discrepancies with the native speaker's culture and customs (Grice, 1975; Lin, 2008; Sharifam, 2015; Yamashita, 2018). The analysis demonstrates that language mastery must include the appropriate use of grammatical competence in the target language, which is a recognized challenge in foreign language teaching (Ellis, 2020; Krashen, 2022).
References
Carvajal, F. Casar, L., Espino, C., y Patterson, M. (2022). Pedagogía lingüística que promueve el Marco común europeo de referencia para las lenguas: implicación de la retroalimentación interaccional. Revista Transformación, 18(1), pp. 149 – 167, http://scielo.sld.cu/pdf/trf/v18n1/2077-2955-trf-18-01-149.pdf
Clerk, D., & Rutherford, M. (2010). Language as a confounding variable in the diagnosis of misconceptions. International Journal of Science Education 22 (7), pp. 703-717. DOI:10.1080/09500690050044053
Corder, S. (1967). The significance of learners’ errors. In J. C. Richards (Ed.). Error analysis: perspectives on second language analysis (pp. 19-27). London: Longman.
Corder, S. (1975) Error Analysis, Interlanguage and Second Language Acquisition (Survey Article). Language Teaching and Linguistics Abstracts, 8, pp. 201-218.
http://dx.doi.org/10.1017/S0261444800002822
Corder, S. (1993). A role of the mother tongue. En: S. Gass, & L. Selinker (Eds.). Language transfer in language learning (pp. 18-31). Amsterdam: John Benjamins, https://doi.org/10.1075/lald.5
Crystal, D. (2008). A Dictionary of Linguistics and Phonetics. Oxford: Blackwell. http://dx.doi.org/10.1002/9781444302776
De Oliveira, F. y Oswald, S. (2023). On the Rhetorical Effectiveness of Implicit Meaning—A Pragmatic Approach. Languages, 8(1), pp. 6 – 17, https://doi.org/10.3390/languages8010006
Dulay, H. C., y Burt, M. K. (1974). Natural sequences in child second language acquisition. Language learning, 24(1), pp. 37-53, https://doi.org/10.1111/j.1467-1770.1974.tb00234.x
Eckes, T. (2005). Examining rater effects in TestDaF writing and speaking performance assessments: A many-facet rasch analysis. Language Assessment Quarterly, 2(3), pp. 197–221. https://doi.org/10.1207/s15434311laq0203_2
Ellis, R., Skehan, P., Li, S., Shintani, N., y Lambert, C. Task-based language teaching. Cambridge, Cambridge University Press – Cambridge Applied Linguistics. https://doi.org/10.1017/9781108643689
Escandell, M. (1996). Introducción a la Pragmática. Barcelona: Ariel Lingüística.
Fernández, M (2019). Eficacia comunicativa en el habla infantil. Indicadores pragmáticos básicos. Pragmalingüística 27, pp. 23-53 https://doi.org/10.25267/Pragmalinguistica.2019.i27.02
Gass, S. M., & Selinker, L. (1994). Second language acquisition: An introductory course. Lawrence Erlbaum Associates, Inc.
Gass, M. y Selinker, L. (2008). Second Language Acquisition: an introductory course. New Jersey: Lawrence Erlbaum Associates, Inc.
Garrote, M. (2009). Didáctica de segundas lenguas y lenguas extranjeras en Educación Infantil y Primaria. Madrid: Paraninfo.
Grice, Paul (1989), Studies in the Way of Words, Harvard University Press.
Hautli-Janisz, A., Budzynska, K. y Reed, C. (2023). Conventional Implicatures in Argumentation. Languages, 8(1), pp. 14 – 27, https://doi.org/10.3390/languages8010014
Hoppin, K., Knollman, G., Rice, P., Hong, H. (2023). Teacher Trainees’ Perspectives on Remote Instruction for Multilingual Learners of English. Languages, 8(1), pp. 85 – 97, https://doi.org/10.3390/languages8010085
Huan, Y. (2023). A Comprehensive Overview of Communicative Language Teaching. Frontiers in Sustainable Development, 3(11), pp. 100 – 108, https://doi.org/10.54691/fsd.v3i11.5734
Huilcapi-Ocaña, P. (2022). Estrategia para el Desarrollo del Estilo Pragmático en las Habilidades de Estudios Sociales. Revista Polo del Conocimiento, 7(3), pp. 1534 – 1553, https://doi.org/10.23857/pc.v7i3.3813
Johansson, S. & Hofland, K. (1994). Towards an English-Norwegian parallel corpus. In: Fries, U. (Ed.) Creating and using English language corpora. Rodopi Editions.
Johnson M (2024) Relevance theory and the social realities of communication. Front. Psychol. 14. https://doi.org/10.3389/fpsyg.2023.1167790
Kempson, R. (2003). Pragmatics: Language and Communication. En: The Handbook of Linguistics (eds M. Aronoff and J. Ress Miller). https://doi.org/10.1002/9780470756409.ch16
Kecskes, I. (2006). On my mind: thoughts about salience, context and figurative language from a second language perspective. Second Language Research 222(2), pp. 1–19, http://dx.doi.org/10.1191/0267658306sr266ra
Krashen, S. (2020). Optimal Input. Language Magazine, 19(2), pp. 29 – 30, http://www.sdkrashen.com/content/articles/optimal_input_krashen_2020_.pdf
Krishnan, G., Raghunathan, A. y Sarma, V. (2023). Mapping Commission Errors to Grammatical Development: A Case Study of Malayalam, Languages, 8(1), pp. 29 – 38, https://doi.org/10.3390/languages8010029
Larsen-Freeman, D. (1991). Second Language Acquisition Research: Staking out the Territory. TESOL Quarterly, 25, pp. 315-351, https://doi.org/10.2307/3587466
Laughlin, V.T., Wain, J. and Schmidgall, J. (2015), Defining and Operationalizing the Construct of Pragmatic Competence: Review and Recommendations. ETS Research Report Series, 2015: pp. 1-43. https://doi.org/10.1002/ets2.12053
Lin, A. (2008). Code-Switching in the Classroom: Research Paradigms and Approaches. In Encyclopedia of Language and Education, edited by K. A. King and N. H. Hornberger, 273–286. Boston, MA: Springer US.
López, M. Isabel y Hernández, E. (2016). La Pragmática y sus orígenes lingüísticos en el Siglo XX. Revista de investigación lingüística, 19, pp. 61 – 76 https://revistas.um.es/ril/article/view/283531
Macías, M. (2023). Towards digital assessment: Artificial Intelligence Assisted Error Analysis in ESL. Integrated Journal for Research in Arts and Humanities 3(4), pp. 76- 84. DOI: https://doi.org/10.55544/ijrah.3.4.10
McLaughlin, B. (1987). Theories of second language learning. Routledge.
Mazzon G. (2019). Variation in the expression of stance across varieties of English. World Englishes. 38, pp. 593–605. https://doi.org/10.1111/weng.12403
Nazeer, I., Khan, N., Nawaz, A., y Rehman, J. (2024). An Experimental Analysis of Pragmatic Competence in Human-ChatGPT Conversations, 12(1), pp. 424 – 435, https://doi.org/10.52131/pjhss.2024.v12i1.2061
Nemser, W. (1971). Approximative system of foreign language. International Review of Applied Linguistics (IRAL) 9(2), pp. 115-123. http://dx.doi.org/10.1515/iral.1971.9.2.115
Padilla Cruz, M. (2024). Relevance Theory. Ámasterdam: John Bejammins Publishimg. https://doi.org/10.1075/pbns.268
Paricio Tato, M. S. (2014). Competencia intercultural en la enseñanza de lenguas extranjeras http://dx.doi.org/10.30827/Digibug.30491
Quiroz, M. T. (2005). Información, conocimiento, entretenimiento: reflexión en torno a tres prácticas. Oficios terrestres, (17), pp. 120-130. Recuperado de http://sedici.unlp.edu.ar/bitstream/handle/10915/46608/Documento_completo.pdf?sequence=1
Richards, J. C. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press,
https://doi.org/10.1017/CBO9780511667190
Rodríguez, R. (2021). Modelos de interpretación pragmática para la comunicación intercultural en el aula: una revisión de los modelos de Escandell, ApIn y Máximas Griceanas. Revista Intercyt: Interculturalidad, Ciencia y Tecnología, 1(1), pp. 1- 14.
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching 10(2), pp. 209-231. Https://doi.org/10.1515/iral.1972.10.1-4.209
Sperber, D. y Wilson, D. (1986). Relevance. Communication and Cognition. Oxford: Blackwell Editions.
Sperber, D. y Wilson, D. (2004). Relevance Theory. En: L.R. Horn and G. Ward (Eds.), The Handbook of Pragmatics (pp. 607–632). Oxford: Blackwell Publishing Ltd.
Sperber, D., and D. Wilson. (2005). “Pragmatics”. En: The Oxford handbook of contemporary philosophy. Edited by F. Jackson and M. Smith, pp. 468–501. Oxford: Oxford Univ. Press.
Thomas, J. (1983) Cross-Cultural Pragmatic Failure. Applied Linguistics, 4, pp. 91-112.
https://doi.org/10.1093/applin/4.2.91
Triyuono, A., & Ulfah Ridhwan Dirham. (2023). Pragmatic Competence or Pragmatic Knowledge and Its Role in Linguistic Communication. Journal of Learning and Instructional Studies, 2(3), 93–106. https://doi.org/10.46637/jlis.v2i3.29
Vacas, M. (2020). El aprendizaje de la pragmática a través de un corpus multimodal de nativos y aprendientes de español. Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas (RNAEL), 14, pp. 2 – 15, https://doi.org/10.26378/rnlael1429421
Wilson, D., and D. Sperber. (2004). “Relevance theory”. In The handbook of pragmatics. Edited by L. R. Horn and G. L. Ward, pp. 607–632. Malden, MA: Blackwell.
Wilson. J. (2024). Pragmatics, Utterance Meaning and Representational Gesture. Cambridge, Cambridge University Press, https://doi.org/10.1017/9781009031080
Yus Ramos, F. (1998). A decade of relevance theory. Journal of Pragmatics, 30, pp. 305-345, https://personal.ua.es/francisco.yus/site/Decade.pdf
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.