Li , Rui
(2016)
An Investigation Into The Relationship Between Motivation And Pragmatic Competence: A Case Study Of Chinese Efl Learners Of Hebei University.
PhD thesis, Universiti Sains Malaysia.
Abstract
Penyelidikan tentang faktor yang mempengaruhi pemerolehan pragmatik bahasa kedua/asing (L2) khususnya dan kecekapan pragmatik L2 umumnya bermula sekitar
1900-an tetapi kesan sesetengah faktor individu terhadap perkembangan kecekapan pragmatik pelajar L2 masih belum banyak dijalankan. Salah satu faktor ini ialah motivasi, yang dianggap menyumbang pada kesedaran tentang ciri bahasa sasaran dan pembelajaran pragmatik L2 (Kasper & Rose, 2002; Schmidt, 1993). Bagi mengkaji sama ada terdapat hubung-kait antara motivasi dan kecekapan pragmatik pelajar dari segi kesedaran dan penghasilan pragmatik, satu kajian telah dijalankan ke atas pelajar bahasa Inggeris sebagai bahasa kedua (EFL) Cina dari Universiti Hebei. Kerangka konseptual bagi kajian ini berteraskan Noticing Hypothesis (Schmidt, 1993) dan Acculturation Model (Schumann, 1978, 1986). Kajian ini mengumpulkan data melalui soal selidik motivasi, tugasan melengkapkan wacana pelbagai pilihan (MDCT) dan tugasan melengkapkan wacana bertulis (WDCT) daripada 85 orang pelajar ijazah pertama tahun tiga yang bermajorkan Bahasa Inggeris di Cina.
Research into factors that can affect second/foreign language (L2) pragmatic acquisition, in particular and L2 pragmatic competence, in general began in the
1900s but the effects of some individual factors on the development of L2 learners’ pragmatic competence are still under-researched. One of these factors is motivation which is assumed to contribute to the noticing or awareness of the target language features and the learning of L2 pragmatics (Kasper & Rose, 2002; Schmidt, 1993). In order to examine whether a relationship exists between motivation and pragmatic competence in terms of pragmatic awareness and production, a study was conducted on Chinese English as a foreign language (EFL) learners of Hebei University. The conceptual framework of the study is based on the Noticing Hypothesis (Schmidt,
1993) and the Acculturation Model (Schumann, 1978, 1986). The study collected data through a motivation questionnaire, a multiple-choice discourse completion task (MDCT) and a written discourse completion task (WDCT) from 85 third-year English-major undergraduates in China.
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