The Cognitive Processes Involved in Second Language Pragmatic Performance among Chinese ESL Learners in Singapore

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The Cognitive Processes Involved in Second Language Pragmatic Performance among Chinese ESL Learners in Singapore

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Themes

ESL English as a Second Language, Singapore, Chinese, language, pragmatic performance, learning, education, linguistics, cognitive process, sociolinguistics, cultural background, English, culture

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Abstract
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Abstract

The present study tries to identify the cognitive processes accountable for the second language (L2) pragmatic performance by Chinese English as a Second Language (ESL) learners in Singapore. Consequently, this research intends to identify those particular cognitive processes involved in L2 pragmatic comprehension and production by a multi-method approach, covering semi-structured interviews and think-aloud protocols to be backed up by observational studies. Such an exploration will result in better knowledge of L2 pragmatic development, which will thereby provide knowledge for the pedagogical practices of developing pragmatic competence in Singapore's ESL context.

Introduction and Literature Review
1. Theories of L2 Pragmatics
2. Cross-Cultural Pragmatics: The Challenges of Bridging Cultural Gaps
3. Cognitive Processing in SLA
4. L2 Pragmatic Development in Chinese Learners: Unveiling Challenges and Strategies
Research Problem(s) and Research Questions Purpose
1. Research Problem
2. Research Questions
3. Rationale for Research Questions
Research Methodology
1. Ethical Considerations
2. Data Collection Instruments
3. Data Analysis
4. Think-Aloud Protocols
5. Observational Studies
6. Triangulation
7. Member Checking
Anticipated Results
Discussion
Conclusion

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[...] Comparing these identified cognitive processes with what has been revealed in research on learners from other backgrounds will allow a better understanding of the particular problems and strategies of Chinese ESL learners in Singapore. This kind of comparative analysis could shed some light on the interplay between cultural background, cognitive processing, and pragmatic development. 4.0. Anticipated Results The research is expected to reveal: - Specific cognitive processes employed by Chinese ESL learners during L2 pragmatic comprehension and production. - These are probably likely challenges of intercultural communication that such learners, as speakers of English as the second language, would face: differences between their first language and English, especially the aspect of indirectness, politeness, and Strategies learners use to overcome these challenges and navigate pragmatic communication in English. [...]

[...] Ethical Considerations This research observes the ethical principles of the Singapore Statement of Research Integrity (Resnik, 2014). An informed consent form will be translated into English so that all participants can communicate in a language they understand best. This will detail the objectives of the study, possible risks and benefits, and measures of maintaining confidentiality (anonymity of data and secure storage), including contact details of the researcher and ethics committee for any further questions or concerns. The participants will be given enough opportunity to ask questions and seek clarification before they sign the consent form. [...]

[...] Yang, C., & Zhang, L. J. (2023). Think-aloud protocols in second language writing: A mixed-methods study of their reactivity and veridicality (Vol. 34). Springer Nature. Zhang, L. J. (2010). Negotiating language, literacy and identity: A sociocultural perspective on children's learning strategies in a multilingual ESL classroom in Singapore. [...]

[...] What cognitive processes are involved in carrying out L2 pragmatic tasks-such as inferring speaker intention, evaluating context, and selecting appropriate forms of the language-by Chinese ESL learners in Singapore? 2. How would these cognitive processes shape one of the cultural backgrounds, especially the Chinese culture, for Chinese ESL learners in Singapore? 2.3. Rationale for Research Questions These lead to the following research questions to address the identified gap in knowledge. They focus on the cognitive aspects of L2 pragmatic development, which seeks to reveal how Chinese ESL learners undertake the tasks of pragmatic communication in understanding the thinking that lies beneath the doing. [...]

[...] C. (2020). A Case Study of L1 Interference in Speech Acts among Chinese L2 Students. 3L: Southeast Asian Journal of English Language Studies, 26(1). Li, R., & Suleiman, R. R. R. (2017). Language proficiency and the speech act of complaint of Chinese EFL learners. 3L, Language, Linguistics, Literature, 23(1). Liu, Z. (2022, April). Influence of Chinese Culture on the Politeness Strategies in the Second Language Acquisition of English among Chinese Learners. [...]

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