Motivation and Second Language Pragmatics: A Regulatory Focus Perspective
This study investigates how learners’ chronic motivational characteristics, that is their regulatory focus ( Higgins, 1997 ), can account for differences in L2 pragmatic production in general and across situations with different levels of power, social distance, and imposition. One-hundred-twenty-on...
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| Published in | Frontiers in psychology Vol. 12; p. 753605 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Frontiers Media S.A
29.10.2021
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| Abstract | This study investigates how learners’ chronic motivational characteristics, that is their regulatory focus (
Higgins, 1997
), can account for differences in L2 pragmatic production in general and across situations with different levels of power, social distance, and imposition. One-hundred-twenty-one L1-Mandarin learners of English as a second language completed a regulatory focus questionnaire and a discourse completion task focusing on two types of speech acts: request and opinion. Multiple regression results showed that learners’ promotion focus, concerned with advancement, growth, accomplishments, positively predicted their pragmatic production in general, and especially in situations where the learner is subject to a higher degree of imposition, has lower power and is socially distant from the interlocutor. On the other hand, the prevention focus, which is concerned with safety, security, and calmness, negatively predicted pragmatic production, especially in those situations. The findings provide support for the role of motivational dispositions in the level of learners’ L2 pragmatic competence. Theoretical and instructional implications are discussed. |
|---|---|
| AbstractList | This study investigates how learners’ chronic motivational characteristics, that is their regulatory focus (
Higgins, 1997
), can account for differences in L2 pragmatic production in general and across situations with different levels of power, social distance, and imposition. One-hundred-twenty-one L1-Mandarin learners of English as a second language completed a regulatory focus questionnaire and a discourse completion task focusing on two types of speech acts: request and opinion. Multiple regression results showed that learners’ promotion focus, concerned with advancement, growth, accomplishments, positively predicted their pragmatic production in general, and especially in situations where the learner is subject to a higher degree of imposition, has lower power and is socially distant from the interlocutor. On the other hand, the prevention focus, which is concerned with safety, security, and calmness, negatively predicted pragmatic production, especially in those situations. The findings provide support for the role of motivational dispositions in the level of learners’ L2 pragmatic competence. Theoretical and instructional implications are discussed. This study investigates how learners' chronic motivational characteristics, that is their regulatory focus (Higgins, 1997), can account for differences in L2 pragmatic production in general and across situations with different levels of power, social distance, and imposition. One-hundred-twenty-one L1-Mandarin learners of English as a second language completed a regulatory focus questionnaire and a discourse completion task focusing on two types of speech acts: request and opinion. Multiple regression results showed that learners' promotion focus, concerned with advancement, growth, accomplishments, positively predicted their pragmatic production in general, and especially in situations where the learner is subject to a higher degree of imposition, has lower power and is socially distant from the interlocutor. On the other hand, the prevention focus, which is concerned with safety, security, and calmness, negatively predicted pragmatic production, especially in those situations. The findings provide support for the role of motivational dispositions in the level of learners' L2 pragmatic competence. Theoretical and instructional implications are discussed.This study investigates how learners' chronic motivational characteristics, that is their regulatory focus (Higgins, 1997), can account for differences in L2 pragmatic production in general and across situations with different levels of power, social distance, and imposition. One-hundred-twenty-one L1-Mandarin learners of English as a second language completed a regulatory focus questionnaire and a discourse completion task focusing on two types of speech acts: request and opinion. Multiple regression results showed that learners' promotion focus, concerned with advancement, growth, accomplishments, positively predicted their pragmatic production in general, and especially in situations where the learner is subject to a higher degree of imposition, has lower power and is socially distant from the interlocutor. On the other hand, the prevention focus, which is concerned with safety, security, and calmness, negatively predicted pragmatic production, especially in those situations. The findings provide support for the role of motivational dispositions in the level of learners' L2 pragmatic competence. Theoretical and instructional implications are discussed. This study investigates how learners’ chronic motivational characteristics, that is their regulatory focus (Higgins, 1997), can account for differences in L2 pragmatic production in general and across situations with different levels of power, social distance, and imposition. One-hundred-twenty-one L1-Mandarin learners of English as a second language completed a regulatory focus questionnaire and a discourse completion task focusing on two types of speech acts: request and opinion. Multiple regression results showed that learners’ promotion focus, concerned with advancement, growth, accomplishments, positively predicted their pragmatic production in general, and especially in situations where the learner is subject to a higher degree of imposition, has lower power and is socially distant from the interlocutor. On the other hand, the prevention focus, which is concerned with safety, security, and calmness, negatively predicted pragmatic production, especially in those situations. The findings provide support for the role of motivational dispositions in the level of learners’ L2 pragmatic competence. Theoretical and instructional implications are discussed. |
| Author | Zhang, Yiran Papi, Mostafa |
| AuthorAffiliation | 2 School of Teacher Education, College of Education, Florida State University , Tallahassee, FL , United States 1 Jing Hengyi School of Education, Hangzhou Normal University , Hangzhou , China |
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| Cites_doi | 10.1037/a0019715 10.1017/S0272263108080716 10.1111/j.1467-9922.2011.00632.x 10.21832/9781847691293-005 10.1017/S0272263118000153 10.1016/j.pragma.2013.11.015 10.1093/applin/amh040 10.1016/j.system.2010.06.011 10.37546/JALTJJ33.1-1 10.21832/9781847691293-003 10.4324/9781351006743 10.1017/S0272263100001029 10.1515/iprg.2011.017 10.1017/S014271640200303X 10.1075/eurosla.12.05ren 10.1037/0003-066X.52.12.1280 10.1006/obhd.1996.2675 10.1017/CBO9781139524797.008 10.2307/3587583 10.1509/jmkr.47.5.967 10.1016/j.pragma.2011.07.014 10.1017/CBO9780511813085 10.1515/iral.2011.015 10.1016/j.pragma.2008.12.001 10.1111/j.1467-9922.2011.00633.x 10.1093/applin/I.1.1 10.1016/j.obhdp.2016.04.005 10.1017/S0261444814000263 10.1111/ijal.12375 10.1093/applin/amt019 10.1016/j.jslw.2021.100837 10.1177/0033688212468481 10.1111/lang.12443 10.1515/IP.2007.013 10.1017/S027226311700033X 10.1002/j.1545-7249.2007.tb00061.x 10.1016/j.system.2014.09.004 10.1075/lllt.26.02kur 10.1111/j.1540-4781.2008.00821.x 10.1017/S0272263116000243 10.1017/CBO9781139524797.009 10.1002/job.725 10.1080/01434632.2017.1284853 |
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| Copyright | Copyright © 2021 Zhang and Papi. Copyright © 2021 Zhang and Papi. 2021 Zhang and Papi |
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| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 This article was submitted to Positive Psychology, a section of the journal Frontiers in Psychology Edited by: Lawrence Jun Zhang, University of Auckland, New Zealand Reviewed by: Wei Ren, Beihang University, China; Hamid Allami, Tarbiat Modares University, Iran |
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Higgins, 1997
), can account for differences in L2... This study investigates how learners' chronic motivational characteristics, that is their regulatory focus (Higgins, 1997), can account for differences in L2... This study investigates how learners’ chronic motivational characteristics, that is their regulatory focus (Higgins, 1997), can account for differences in L2... |
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| Title | Motivation and Second Language Pragmatics: A Regulatory Focus Perspective |
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