A Study Of The Relationship Between L1Pragmatic Competence And Interlanguage Pragmatic Competence From Chinese EEL Learners’ Disagreements

Interlanguage pragmatics, an interdisciplinary subject combining pragmatics and second language acquisition, was established in the1980s. It has become one of the attractive research fields with more and more scholars devoting themselves to this field. The central topics in this field focus on EFL learners’interlanguage pragmatic competence, and its influencing factors. Studies are mainly conducted by researching on speech acts like compliment, request, and apology. As for the affecting factors, previous studies mainly compare speech act expressions of EFL learners with those of L2native speakers and those of L1native speakers. Scholars derive their research results from the comparisons between three groups’performances and conclude the L1pragmatic transfer is the major factor. However, in these studies, the EFL learners’native language pragmatic competences discussed are not the same as L1native speakers’pragmatic competences measured. In addition, the individualistic differences are ignored. Therefore, ii would be quite tempting to question whether EFL learners’interlanguage pragmatic competences are influenced by their own L1pragmatic competences. If we do not limit the research participants to the same group and prudently study details, the research results could be probabl) unscientific. The present study assumes that EFL learners’native language pragmatic competences are different from each other, and hence, should be measured separately tc investigate their influences. In the research30Chinese EFL learners are chosen as subjects tc investigate whether the participants’expressions of disagreement in their native language havs any influence on their expressions of disagreement in second language. To answer this question the present study designs a coding system by taking reference from previous studies to measun their pragmatic competences in disagreeing with others. A written discourse completion tes (WDCT) is conducted to collect data. The research result shows that EFL learners’native an interlanguage pragmatic competences are closely related to each other, but there an inconsistencies in the use of specific pragmatic strategies. For example, the EFL learners ar more likely to use questions and self-denigrations in Chinese to express disagreements Comparatively, they use more statements, explanations, and suggestions in English disagreemer expressions than in Chinese. The present study has great implications for the measurement。 pragmatic competence in performing disagreements, the relationship between native languag pragmatic competences, and cross-culture communication and English teaching.