Cover not available
Part of
L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process
Edited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón
[Language Learning & Language Teaching 58] 2023
► pp. 145–167

Chapter 6
Proficiency effects on L2 pragmatics

| The University of Melbourne
| Kansai University
| Fudan University
| University of Auckland

Proficiency is a widely used concept in second language (L2) pragmatics where it is commonly viewed as lexico-grammatical knowledge, and can be measured by means of standardised or researcher-designed tests, or estimated on the basis of levels in a language program. It is a common grouping variable in research studies, allowing researchers to compare the pragmatic or interactional abilities of learners at different proficiency levels, and such studies have overwhelmingly found a strong contribution of proficiency to L2 pragmatics. However, this contribution varies depending on the area of pragmatics investigated, and the degree of overlap depends strongly on the measurement instruments for both proficiency and pragmatics. We illustrate this through a study on the effect of proficiency on implicit and explicit pragmatic knowledge.

Article outline
  • 1.Introduction
  • 2.Theoretical framework
    • 2.1The proficiency construct
    • 2.2Proficiency in L2 pragmatics: Theoretical considerations
    • 2.3Research on proficiency in L2 pragmatics
      • 2.3.1Philosophical-anthropological pragmatics: Speech acts
      • 2.3.2Sociological-discursive pragmatics: Interaction
    • 2.4Problems of proficiency as a grouping variable
    • 2.5This study: Proficiency and explicit and implicit pragmatic knowledge
  • 3.Methodology
    • 3.1Participants
    • 3.2Instruments
      • 3.2.1C-test
      • 3.2.2Elicited Imitation Test (EIT)
      • 3.2.3Role plays
      • 3.2.4Monologues
      • 3.2.5Irony test
      • 3.2.6Metapragmatic judgment
      • 3.2.6Social Context Variables
    • 3.3Procedures
    • 3.4Analysis
  • 4.Results and discussion
  • 5.Conclusion
    • 5.1Limitations of this study
    • 5.2Pedagogical implications
    • 5.3Future directions
  • References
  • Appendix
Published online: 12 April 2023
DOI logo
https://doi.org/10.1075/lllt.58.06roe
References
Abe, M., & Roever, C.
(2019) Interactional competence in L2 text-chat interactions: First-idea proffering in task openings. Journal of Pragmatics, 144, 1–14. DOI logoGoogle Scholar
American Council on the Teaching of Foreign Languages
(2012) ACTFL proficiency guidelines. ACTFL.Google Scholar
Al-Gahtani, S. & Roever, C.
(2012) Proficiency and sequential organization of L2 requests. Applied Linguistics, 33(1), 42–65. DOI logoGoogle Scholar
Al-Gahtani, S., & Roever, C.
(2014) Preference structure in L2 Arabic requests. Intercultural Pragmatics, 11(4), 619–643. DOI logoGoogle Scholar
(2018) Proficiency and preference organization in second language refusals. Journal of Pragmatics, 129, 140–153. DOI logoGoogle Scholar
Al Masaeed, K., Taguchi, N., & Tamimi, M.
(2020) Proficiency effects on L2 Arabic refusals: Appropriateness, linguistic strategies and multidialectal practices. Applied Pragmatics, 2(1), 26–53. DOI logoGoogle Scholar
Al Masaeed, K., Waugh, L. R., & Burns, K. E.
(2018) The development of interlanguage pragmatics in L2 Arabic: The production of apology strategies. System, 74, 98–108. DOI logoGoogle Scholar
Association of Chinese Teachers in German Speaking Countries
(2010) Statement of the Fachverband Chinesisch e.V. (Association of Chinese Teachers in German Speaking Countries) on the new HSK Chinese proficiency test. Retrieved 16 July 2022 from [URL]
Austin, J. L.
(1962) How to do things with words. Oxford University Press.Google Scholar
Bachman, L. F., & Palmer, A. S.
(1996) Language testing in practice: Designing and developing useful language tests. Oxford University Press.Google Scholar
Bardovi-Harlig, K., & Dörnyei, Z.
(1998) Do language learners recognize pragmatic violations? Pragmatic vs. grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 233–259. DOI logoGoogle Scholar
Bella, S.
(2012) Pragmatic development in a foreign language: A study of Greek FL requests. Journal of Pragmatics, 44(13), 1917–1947. DOI logoGoogle Scholar
(2014) Developing the ability to refuse: A cross-sectional study of Greek FL refusals. Journal of Pragmatics, 61, 35–62. DOI logoGoogle Scholar
Bellassen, J.
(2011) Is Chinese Eurocompatible? Is the Common European Framework common? The Common European Framework of References for languages facing distant language. In T. Nobuo (Ed.), New prospects for foreign language teaching in higher education-exploring the possibilities of application of CECR (pp. 23–31). World Language and Society Education Center (WoLSEC).Google Scholar
Benatti, A.
(2013) Proficiency. In P. Robinson (Ed.), The Routledge encyclopedia of second language acquisition (pp. 520–523). Routledge.Google Scholar
Brown, P., & Levinson, S. D.
(1987) Politeness: Some universals in language usage. Cambridge University Press. DOI logoGoogle Scholar
Canale, M., & Swain, M.
(1980) Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1–47. DOI logoGoogle Scholar
Council of Europe
(2020) Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. Council of Europe.Google Scholar
Cui, X.
(2015) Small talk: A missing skill in the Chinese communicative repertoire. Australian Review of Applied Linguistics, 38(1), 3–23. DOI logoGoogle Scholar
Dörnyei, Z., & Katona, L.
(1992) Validation of the C-test amongst Hungarian EFL learners. Language Testing, 9(2), 187–206. DOI logoGoogle Scholar
Ellis N.C.
(2015) Implicit and explicit knowledge about language. In J. Cenoz, D. Gorter, & S. May (Eds.), Language awareness and multilingualism: Encyclopedia of language and education (pp. 113–124). Springer. DOI logoGoogle Scholar
Ellis, R.
(2005) Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(2), 141–172. DOI logoGoogle Scholar
Ellis, R., & Roever, C.
(2021) The measurement of implicit and explicit knowledge. The Language Learning Journal, 49(2), 160–175. DOI logoGoogle Scholar
Ellis, R., Zhu, Y., Shintani, N., & Roever, C.
(2021) A study of Chinese learners' ability to comprehend irony. Journal of Pragmatics, 172, 7–20. DOI logoGoogle Scholar
Eskildsen, S. W.
(2021) Doing the daily routine: Development of L2 embodied interactional resources through a recurring classroom activity. In S. Kunitz, N. Markee, & O. Sert (Eds.), Classroom-based conversation analytic research (pp. 71–101). Springer. DOI logoGoogle Scholar
Félix-Brasdefer, J. C.
(2007) Pragmatic development in the Spanish as a FL classroom: A cross-sectional study of learner requests. Intercultural Pragmatics, 4(2), 253–286. DOI logoGoogle Scholar
Gaillard, S., & Tremblay, A.
(2016) Linguistic proficiency assessment in second language acquisition research: the elicited imitation task. Language Learning, 66, 419–447. DOI logoGoogle Scholar
Galaczi, E. D.
(2014) Interactional competence across proficiency levels: How do learners manage interaction in paired speaking tests? Applied Linguistics, 35(5), 553–574. DOI logoGoogle Scholar
González-Lloret, M.
(2011) Conversation Analysis of computer mediated communication. CALICO Journal, 28(2), 308–325. DOI logoGoogle Scholar
Hall, J. K., & Pekarek Doehler, S.
(2011) L2 interactional competence and development. In J. K. Hall, J. Hellermann, & S. Pekarek Doehler (Eds.), L2 interactional competence and development (pp. 1–15). Multilingual Matters. DOI logoGoogle Scholar
Hanban
(2014) Chinese Proficiency Test (HSK). Retrieved 6 November 2019 from [URL]
Hellermann, J.
(2008) Social actions for classroom language learning. Multilingual Matters. DOI logoGoogle Scholar
Hepburn, A., & Potter, J.
(2021) Essentials of conversation analysis. American Psychological Association. DOI logoGoogle Scholar
Jenks, C.
(2010) Adaptation in online voice-based chat rooms: Implications for language learning in Applied Linguistics. In P. Seedhouse, S. Walsh, & C. Jenks (Eds.), Conceptualising 'learning' in applied linguistics (pp. 147–162). Palgrave Macmillan. DOI logoGoogle Scholar
Klein-Braley, C.
(1997) C-tests in the context of reduced redundancy: An appraisal. Language Testing, 14(1), 47–84. DOI logoGoogle Scholar
Kramsch, C.
(1986) From language proficiency to interactional competence. Modern Language Journal, 70(4), 366–372. DOI logoGoogle Scholar
Lee, H.
(2013) The influence of social situations on fluency difficulty in Korean EFL learners’ oral refusals. Journal of Pragmatics, 50(1), 168–186. DOI logoGoogle Scholar
Leech, G.
(1983) Principles of Pragmatics. Longman.Google Scholar
Maie, R., & DeKeyser, R. M.
(2020) Conflicting evidence of explicit and implicit knowledge from objective and subjective measures. Studies in Second Language Acquisition, 42(2), 359–382. DOI logoGoogle Scholar
Markee, N.
(2019) Some theoretical reflections on the construct of interactional competence. In M. R. Salaberry, & S. Kunitz (Eds.), Teaching and testing L2 interactional competence (pp. 60–76). Routledge. DOI logoGoogle Scholar
Mazzaggio, G., Panizza, D., & Surian, L.
(2021) On the interpretation of scalar implicatures in first and second language. Journal of Pragmatics, 171, 62–75. DOI logoGoogle Scholar
Norris, J.
(Ed.) (2018) Developing C-tests for estimating proficiency in foreign language research. Peter Lang. DOI logoGoogle Scholar
Pekarek Doehler, S.
(2019) On the nature and the development of L2 interactional competence: State of the art and implications for praxis. In M. R. Salaberry, & S. Kunitz (Eds.), Teaching and testing L2 interactional competence: Bridging theory and practice (pp. 25–59). Routledge. DOI logoGoogle Scholar
(2016) More than epistemic hedge: Je sais pas 'I don't know' in French Talk-in-Interaction. Journal of Pragmatics, 106, 148–162 DOI logoGoogle Scholar
Pekarek Doehler, S., & Balaman, U.
(2021) The routinization of grammar as a social action format: A longitudinal study of video-mediated interactions. Research on Language and Social Interaction, 54(2), 183–202. DOI logoGoogle Scholar
Pekarek Doehler, S., & Pochon-Berger, E.
(2011) Developing 'methods' for interaction: A cross-sectional study of disagreement sequences in French L2. In J. K. Hall, J. Hellermann, & S. Pekarek Doehler (Eds.), L2 interactional competence and development (pp. 206–243). Multilingual Matters. DOI logoGoogle Scholar
Pekarek Doehler, S., Wagner, J., & González-Martínez, E.
(Eds.) (2018) Longitudinal studies on the organization of social interaction. Springer. DOI logoGoogle Scholar
Plonsky, L., & Zhuang, J.
(2019) A meta-analysis of L2 pragmatics instruction. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 287–307). Routledge. DOI logoGoogle Scholar
Purpura, J.
(2004) Assessing grammar. Cambridge University Press. DOI logoGoogle Scholar
Rebuschat, P.
(Ed.) (2015) Implicit and explicit learning of languages. John Benjamins. DOI logoGoogle Scholar
Roever, C.
(2022) Teaching and testing second language pragmatics and interaction. Routledge.Google Scholar
Roever, C., & Dai, W.
(2021) Interactional competence and language testing. In M.R. Salaberry, & R. Burch (Eds.), Assessing speaking in context (pp. 23–49). Multilingual Matters. DOI logoGoogle Scholar
Roever, C., & Ellis, R.
(2021) Testing implicit pragmatic knowledge. In C. Félix-Brasdefer, & R. Shively (Eds.), New directions in researching, teaching, and assessing L2 pragmatics (pp. 142–155). Mouton de Gruyter. DOI logoGoogle Scholar
Roever, C., Fraser, C., & Elder, C.
(2014) Testing ESL sociopragmatics. Peter Lang. DOI logoGoogle Scholar
Roever, C., & Ikeda, N.
(2021) What scores from monologic speaking tests can(not) tell us about interactional competence. Language Testing, 39(1), 7–29. DOI logoGoogle Scholar
Roever, C., Wang, S., & Brophy, S.
(2014) Learner background factors and learning of second language pragmatics. International Review of Applied Linguistics, 52, 377–401. DOI logoGoogle Scholar
Savić, M., Economidou-Kogetsidis, M., & Myrset, A.
(2021) Young Greek Cypriot and Norwegian EFL learners: Pragmalinguistic development in request production. Journal of Pragmatics, 180, 15–34. DOI logoGoogle Scholar
Schauer, G. A.
(2009) Interlanguage pragmatic development: The study abroad context. Continuum.Google Scholar
Schegloff, E. A.
(1991) Reflections on talk and social structure. D. Boden, & D. H. Zimmermann (Eds.), Talk and social structure (pp. 44–70). University of California Press.Google Scholar
Schmidt, R.
(1983) Interaction, acculturation and the acquisition of communicative competence. In N. Wolfson, & E. Judd (Eds.), Sociolinguistics and second language acquisition (pp. 137–174). Newbury House.Google Scholar
Searle, J. R.
(1969) Speech acts. Cambridge University Press. DOI logoGoogle Scholar
Shardakova, M.
(2005) Intercultural pragmatics in the speech of American L2 learners of Russian: Apologies offered by Americans in Russian. Intercultural Pragmatics, 2(4), 423–451. DOI logoGoogle Scholar
Suzuki, Y., & DeKeyser, R.M.
(2015) Comparing elicited imitation and word monitoring as measures of implicit knowledge. Language Learning, 65(4), 860–895. DOI logoGoogle Scholar
Taguchi, N.
(2015) Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48(1), 1–50. DOI logoGoogle Scholar
Taguchi, N., & Roever, C.
(2017) Second language pragmatics. Oxford University Press.Google Scholar
Vassilaki, E., & Selimis, S.
(2020) Children's requestive behavior in L2 Greek: The core request. Journal of Pragmatics, 170, 271–283. DOI logoGoogle Scholar
Wu, J., & Roever, C.
(2021) Proficiency and preference organization in second language Mandarin Chinese refusals. Modern Language Journal, 105(4), 897–918. DOI logoGoogle Scholar
Xiao, F., Taguchi, N., & Li, S.
(2019) Effects of proficiency subskills on pragmatic development in L2 Chinese study abroad. Studies in Second Language Acquisition, 41(2), 469–483. DOI logoGoogle Scholar
Zhang, R.
(2015) Measuring university-level L2 learners' implicit and explicit linguistic knowledge. Studies in Second Language Acquisition, 37(3), 457–486. DOI logoGoogle Scholar