Pragmatics Thesis

Consequently, language users need to acquire not only linguistic rules but also sociolinguistic rules of language use to perform the speech acts appropriately.

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To corroborate the effectiveness of the instructional treatment, further pre/post DCT data were collected from two comparison groups of students studying beginning L2 Spanish, one abroad in Madrid and another at home in California.

Analyses of the data confirmed the positive impact the instructional treatment had on students' pragmatic development.

The contrastive findings showed that there are more strategies for apologizing in English than in Thai.

Also, universality and culture-specificity co-exist in the act of apologizing in Thai and English.

This study is aimed at examining crosscultural pragmatics by focusing on apologies in Thai and English and investigating the production of interlanguage apologies of Thai EFL (English as a Foreign Language) learners in terms of different sociolinguistic variables.

The study focussed on two main aspects: a Discourse Completion Task (DCT) and qualitative data from an interview.

Moreover, the students who received the instructional treatment showed significantly higher gains in pragmatic competence when compared to the students in both comparison groups (abroad and at home) who did not receive the instruction.

These results confirm the effectiveness of the task-based instructional model in accelerating beginning L2 students' pragmatic competence while studying abroad.

My thesis is that, on the contrary, the determinants of the context never include the speaker’s intention.

My argument for this thesis turns on a consideration of the role that the concept of is supposed to play in a theory of linguistic communication.


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