Description
ABSTRACT LIST OF TABLES LIST OF FIGURES LIST OF ABBREVIATIONS AND ACRONYMS Chapter One Introduction 1.1 Research Background 1.2 Rationale of the Book 1.3 Research Objectives and Questions 1.4 Significance of the Book 1.5 Organization of the Book Chapter Two Literature Review 2.1 A General Picture of Routines 2.1.1 Terms, Definitions, and Shared Distinguishing Features 2.1.2 Classification 2.2 Development of L2 Pragmatic Competence of Routines 2.2.1 General Proficiency vs. Pragmatic Competence of Routines 2.2.2 Study-abroad Experience vs. Pragmatic Competence of Routines 2.2.3 EP & SA Experience vs. Pragmatic Competence of Routines 2.3 Summary Chapter Three Theoretical Foundation 3.1 Pragmatics & Second Language Pragmatics 3.1.1 Pragmatics 3.1.2 Interlanguage/Second Language Pragmatics 3.2 L2 Pragmatic Competence 3.2.1 Communicative Competence & Pragmatic competence 3.2.2 L2 Pragmatic Competence 3.2.3 Influencing Factors for L2 Pragmatic Competence 3.3 Pragmatic Theories 3.3.1 Speech Act Theory 3.3.2 Cooperative Principle 3.4 Acquisitional Theories in L2 Pragmatics 3.4.1 The Two-Dimensional Model 3.4.2 Skill-Acquisition Theories 3.4.3 Language Socialization 3.4.4 The Native Speaker Norm 3.5 Socio-Cognitive Theories in L2 Pragmatics 3.5.1 The Socio-cognitive Approach 3.5.2 Prior Context Knowledge vs. Actual Situational Context Knowledge 3.5.3 Conceptual Socialization 3.6 Summary Chapter Four Research Methodology 4.1 Participants 4.2 Research Design 4.3 Data Collection 4.3.1 Data Collection Methods 4.3.2 Rationale of Oral DCT 4.4 Instrumentation 4.4.1 Computer Animated Production Task 4.4.2 Computer Animated Recognition Task 4.4.3 Computer Animated Comprehension Task 4.4.4 Computer Animation Perception Task 4.4.5 Computer Animated Retrospective Review 4.5 Data Collection Procedure 4.6 Data Analysis 4.6.1 Transcription of Each Formulaic Task 4.6.2 Coding Evaluation Criteria for Routine Production 4.6.3 Coding Evaluation Criteria for Routine Comprehension 4.6.4 Coding Evaluation Criteria for Routine Recognition & Perception 4.6.5 Statistical Methods in Data Analysis 4.7 Verification for Inter-Rater Reliability 4.8 Ethical Considerations 4.9 Summary Chapter Five Results 5.1 Results for Routine Production 5.1.1 Results for Initiating Utterances 5.1.2 Results for Responding Utterances 5.2 Results for Routine Recognition 5.3 Results for Routine Comprehension 5.4 Results for Routine Perception 5.5 Summary Chapter Six Discussion 6.1 Productive Pragmatic Competence of Routines 6.1.1 The Holistic Trend of ProPCR 6.1.2 The Impact of EP, SA Experience, and Both Combined on ProPCR 6.1.3 Learners’ Specific Performance in ProPCR 6.2 Recognitive Pragmatic Competence of Routines 6.2.1 The Holistic Trend of RPCR 6.2.2 The Impact of EP, SA Experience, and Both Combined on RPCR 6.2.3 Learners’ Specific Performance in RPCR 6.3 Comprehensive Pragmatic Competence of Routines 6.3.1 The Holistic Trend of CPCR 6.3.2 The Impact of EP, SA Experience, and Both Combined on CPCR 6.3.3 Learners’ Specific Performance in CPCR 6.4 Perceptive Pragmatic Competence of Routines 6.4.1 The holistic Trend of PerPCR 6.4.2 The Impact of EP, SA Experience, and Both Combined on PerPCR 6.4.3 Learners’ Specific Performance in PerPCR 6.5 Retrospective Review for Cognitive Process 6.5.1 Learners’ Cognitive Processes 6.5.2 Factors Affecting Learners’ Formulaic Performance 6.5.3 Methods for Improving Learners’ Formulaic Performance 6.5.4 Summary Chapter Seven Conclusion 7.1 Summary of the Findings 7.2 Implications of the Present Study 7.3 Limitations of the Present Study 7.4 Suggestions for Future Research REFERENCES APPENDICES Appendix 1 Survey for Personal Background Information Appendix 2 Scenarios & Target Response Set for Initiating Utterances Appendix 3 Scenarios & Target Response Set for Responding Utterances Appendix 4 Scenarios & Target Selection for Routine Recognition Appendix 5 Target Responses for Routine Comprehension Appendix 6 Target Responses for Routine Perception
