NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1075718
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1916-4742
Pragmatic Development of Chinese EFL Learners--A Study on FL Suggestions
Gu, Tongqing
English Language Teaching, v7 n4 p147-157 2014
While the number of studies on the pragmatic development of nonnative English speakers has been increasing, surprisingly little research has been conducted on the development of the ability of foreign language learners to perform the suggestion speech act, with even less taking Chinese EFL learners as the target group. The present study examines the development of Chinese EFL learners' pragmatic competence by investigating their performance of the suggestion speech act over time. Three sub-corpora representing three different periods of Chinese EFL learners' performance were selected from the SECCL (Spoken English Corpus of Chinese Learners) to discover the changes in the use of linguistic formulae as well as suggestion strategies by Chinese EFL learners. Their performance was then compared with that of native English speakers to find out whether there was evidence of improvement across the years. The results show that (1) changes were taking place in the use of linguistic formulae and suggestion strategies by Chinese learners from 1997 to 2003, with greater changes taking place from the year 2000 to 2003, and (2) there was evidence of increasing similarity between Chinese learners' performance of the suggestion speech acts and that of native English speakers. It can thus be concluded that Chinese learners' pragmatic ability in English improved to some extent over the years of the study.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A