prikaz prve stranice dokumenta ENGLISH L2 LEARNERS’ PRAGMATIC AND GRAMMATICAL AWARENESS
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undergraduate thesis
ENGLISH L2 LEARNERS’ PRAGMATIC AND GRAMMATICAL AWARENESS
2022. urn:nbn:hr:172:738753
Radalj, Marta
University of Split
Faculty of Humanities and Social Sciences

Cite this document

Radalj, M. (2022). ENGLISH L2 LEARNERS’ PRAGMATIC AND GRAMMATICAL AWARENESS (Undergraduate thesis). Split: University of Split, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:172:738753

Radalj, Marta. "ENGLISH L2 LEARNERS’ PRAGMATIC AND GRAMMATICAL AWARENESS." Undergraduate thesis, University of Split, Faculty of Humanities and Social Sciences, 2022. https://urn.nsk.hr/urn:nbn:hr:172:738753

Radalj, Marta. "ENGLISH L2 LEARNERS’ PRAGMATIC AND GRAMMATICAL AWARENESS." Undergraduate thesis, University of Split, Faculty of Humanities and Social Sciences, 2022. https://urn.nsk.hr/urn:nbn:hr:172:738753

Radalj, M. (2022). 'ENGLISH L2 LEARNERS’ PRAGMATIC AND GRAMMATICAL AWARENESS', Undergraduate thesis, University of Split, Faculty of Humanities and Social Sciences, accessed 01 January 2025, https://urn.nsk.hr/urn:nbn:hr:172:738753

Radalj M. ENGLISH L2 LEARNERS’ PRAGMATIC AND GRAMMATICAL AWARENESS [Undergraduate thesis]. Split: University of Split, Faculty of Humanities and Social Sciences; 2022 [cited 2025 January 01] Available at: https://urn.nsk.hr/urn:nbn:hr:172:738753

M. Radalj, "ENGLISH L2 LEARNERS’ PRAGMATIC AND GRAMMATICAL AWARENESS", Undergraduate thesis, University of Split, Faculty of Humanities and Social Sciences, Split, 2022. Available at: https://urn.nsk.hr/urn:nbn:hr:172:738753

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Metadata
TitleENGLISH L2 LEARNERS’ PRAGMATIC AND GRAMMATICAL AWARENESS
Title (croatian)PRAGMATIČKA I GRAMATIČKA SVJESNOST UČENIKA ENGLESKOG KAO DRUGOG JEZIKA
AuthorMarta Radalj
MentorDanijela Šegedin Borovina (mentor)
Committee memberMirjana Semren (predsjednik povjerenstva)
GranterUniversity of Split
Faculty of Humanities and Social Sciences
Split
Defense date and country2022, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philology
Abstract
This thesis describes four studies (Bardovi-Harlig and Dörnyei, 1998; Niezgoda and Röver, 2001; Schauer, 2006; and Glaser, 2020) that investigated the relationship between English L2 learners’ pragmatic and grammatical awareness. Following the definition of pragmatic competence and a brief discussion related to the notions of pragmatic and grammatical awareness, the four studies are described in more detail. Those studies were chosen because they represent the tradition of investigating English L2 grammatical and pragmatic awareness in the sense that they all use the modification of the original instrument as described in BardoviHarlig and Dörnyei’s study (1998). For each of the four studies, research questions, participants, methods, results, and relevant conclusions were described. In the last part of the thesis, the studies were compared following the same pattern. The main conclusion was that ESL students were generally more successful than EFL students in recognizing pragmatic and grammatical violations, but that the success also depended on the reasons why ESL/EFL students learned English, which was particularly emphasized in Niezgoda and Röver’s research (2001).
Abstract (croatian)
Ovaj rad opisuje četiri istraživanja (Bardovi-Harlig i Dörnyei, 1998; Niezgoda i Röver, 2001; Schauer, 2006; i Glaser, 2020.) u kojima je ispitivan odnos između pragmatičke i gramatičke svjesnosti učenika engleskog kao drugog jezika. Nakon definiranja pragmatičke kompetencije i kratke rasprave vezane uz pojmove pragmatičke i gramatičke svjesnosti, detaljnije su opisana četiri istraživanja. Ta su istraživanja odabrana jer predstavljaju tradiciju istraživanja gramatičke i pragmatičke svjesnosti u engleskom kao drugom jeziku s obzirom da sve koriste modifikaciju izvornog instrumenta u jednom od prvih istraživanja ove teme (Bardovi-Harlig i Dörnyei, 1998). Za svako od četiri istraživanja opisani su sudionici, istraživačka pitanja, metode, rezultati te relevantni zaključci. U posljednjem dijelu rada istraživanja su uspoređena po istom obrascu. Glavni zaključak je da su učenici koji uče engleski kao drugi jezik općenito uspješniji od učenika koji ga uče kao strani u prepoznavanju pragmatičkih i gramatičkih grešaka, ali da uspjeh ovisi i o razlozima zbog kojih učenici uče engleski, što je posebno naglašeno u istraživanju koje su proveli Niezgoda i Röver (2001.)
Keywords
Keywords (croatian)
Languageenglish
URN:NBNurn:nbn:hr:172:738753
Study programmeTitle: English Language and Literature
Study programme type: university
Study level: undergraduate
Academic / professional title: sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) engleskoga jezika i književnosti (sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) engleskoga jezika i književnosti)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
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Created on2022-09-21 12:29:35