Learning English Pragmatics in China: An Investigation into Chinese EFL Learners’ Perceptions of Pragmatics
Yuan, Yifeng, Tangen, Donna, Mills, Kathy and Lidstone, John. (2015) Learning English Pragmatics in China: An Investigation into Chinese EFL Learners’ Perceptions of Pragmatics. The Electronic Journal for English as a Second Language. 19(1), pp. 1 - 16.
|Authors||Yuan, Yifeng, Tangen, Donna, Mills, Kathy and Lidstone, John|
This paper reports the findings of a study investigating Chinese English language learners’ perceptions of pragmatics in the EFL learning context in China. A total of 237 Chinese EFL first-‐year university students participated in the study. A questionnaire and focus group interviews were used to collect data about learners’ pragmatics insights during their English language acquisition process. The findings of the study have provided empirical evidence for English educators and practitioners in China, indicating that there have been substantive changes in Chinese university students’ perceptions of English pragmatics. Except for organizational knowledge, they have a strong desire to acquire English pragmatic knowledge in their English language learning process, and would like to be pragmatically competent language users. This inquiry emphasizes the necessity to introduce pragmatics use and practice, which can effectively facilitate Chinese English learners to achieve pragmatic competence in communication.
|Keywords||English pragmatics; pragmatic knowledge; perceptions; Chinese university EFL students|
|Journal||The Electronic Journal for English as a Second Language|
|Journal citation||19 (1), pp. 1 - 16|
|Publisher||T E S L - E J|
|Page range||1 - 16|
|Research Group||Institute for Learning Sciences and Teacher Education (ILSTE)|
|Place of publication||United States of America|
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