Document Type
Conference Proceeding
Publication Date
2006
Publication Title
Pragmatics & Language Learning
Volume
11
First Page
55
Last Page
79
Disciplines
Applied Linguistics | First and Second Language Acquisition | Japanese Studies | Linguistics | Semantics and Pragmatics
Abstract
Interlanguage pragmatics (Kasper & Blum-Kulka, 1993) is a research area that is concerned with what second language (L2) learners do with the target language, and how their competence in using the language develops over time. However, until 1996 when Kasper and Schmidt put out agendas for more developmentally oriented investigations, research on interlanguage pragmatics had been predominated by studies focusing on the former, L2 use at a point in time. This research area has matured more by now in the area of developmental interlanguage pragmatics, as reviewed in Kasper and Rose (2002). Along with an increased attention to longitudinal development arose investigation of the role of interaction, as well as the role of instruction, in L2 pragmatic development. Taking Schieffelin and Ochs’ (1986) language socialization theory (e.g., DuFon, 1999) and Vygotsky’s theory of psychological and language development (e.g., Belz & Kinginger, 2003; Ohta, 2001), researchers have recently began exploring the affordances of social interaction for emergent competence and longitudinal development. In this paper, I will further this line of research with a focus on the examination of microgenesis (Vygotsky, 1979; Wertsch & Stone, 1978) of modal expressions in decision-making activities between a native speaker and an L2 learner of Japanese.
Recommended Citation
Midori Ishida. "Interactional Competence and the Use of Modal Expressions in Decision-Making Activities: CA for Understanding Microgenesis of Pragmatic Competence" Pragmatics & Language Learning (2006): 55-79.
Creative Commons License
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Included in
Applied Linguistics Commons, First and Second Language Acquisition Commons, Japanese Studies Commons, Semantics and Pragmatics Commons
Comments
Conference proceedings from the Pragmatics and Language Learning conference, 2004 at Indiana University, Bloomington. Creative Commons. 2006 Kathleen Bardovi-Harlig. Some rights reserved. See: http://creativecommons.org/licenses/by-nc-nd/2.5/ The full text of this monograph is available at ScholarSpace, the institutional repository of the University of Hawai'i at Manoa at this link: http://hdl.handle.net/10125/56011