日本人英語学習者の語用論的定型表現の知識と産出

抄録

This study examines Japanese university EFL learners’ knowledge and use of pragmatic routines by two computer-delivered assessments: a Pragmatic Routine Knowledge Scale (PRKS) and an Oral Discourse Completion Task (ODCT). The results confirmed that 50 participants’ confidence in the knowledge of pragmatic routines differed largely depending on the type of pragmatic routines in the comprehension task (PRKS). Recognition knowledge (PRKS) did not necessarily relate to production knowledge (ODCT). Moreover, the results of the production task (ODCT) revealed that learners used some pragmatic routines more frequently than others. The results of this study suggest that Japanese EFL classrooms need to provide learners with sufficient instruction of both grammatical and pragmalinguistic knowledge to understand and use complex pragmatic routines, and then provide them with sufficient instruction of sociopragmatic knowledge to map those forms onto appropriate communicative functions.