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Regulatory focus predicts individual differences in pragmatic versus grammatical awareness and sensitivity.

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Title: Regulatory focus predicts individual differences in pragmatic versus grammatical awareness and sensitivity.
Authors: Yiran Zhang1 yzhang0204@outlook.com, Papi, Mostafa2 mpapi@fsu.edu
Source: Studies in Second Language Learning & Teaching. Jun2024, Vol. 14 Issue 2, p267-290. 24p.
Subject Terms: *Foreign language education, *Limited English-proficient students, *Chinese-speaking students, *English as a foreign language, *Individual differences, Pragmatics, Regulatory focus theory, Judgment (Psychology)
Abstract: The present study employs regulatory focus theory (Higgins, 1997) to investigate the effects of L2 speakers' chronic regulatory focus on their L2 pragmatic versus grammatical awareness. It involved the participation of 121 Chinese students, who are English language learners, at a university in the United States. Haws et al.'s (2010) questionnaire was used to examine the participants' regulatory dispositions, and a judgment task was adapted from Bardovi-Harlig and Dörnyei (1998) to assess participants' awareness of grammatical and pragmatic errors, as well as the severity of each type of error. Multiple regression results largely confirmed the predictions. Prevention regulatory focus, concerned with obligations, responsibilities, and negative outcomes, predicted L2 speakers' recognition of grammatical errors and their severity. Conversely, promotion focus, which emphasizes growth, accomplishments, and positive outcomes, positively predicted L2 speakers' perceptions of pragmatic error severity. These findings contribute to the understanding of how differences in chronic motivational orientations can lead to different L2 use patterns and characteristics. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Second Language Learning & Teaching is the property of Adam Mickiewicz University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Regulatory focus predicts individual differences in pragmatic versus grammatical awareness and sensitivity.
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  Data: <searchLink fieldCode="AR" term="%22Yiran+Zhang%22">Yiran Zhang</searchLink><relatesTo>1</relatesTo><i> yzhang0204@outlook.com</i><br /><searchLink fieldCode="AR" term="%22Papi%2C+Mostafa%22">Papi, Mostafa</searchLink><relatesTo>2</relatesTo><i> mpapi@fsu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Second+Language+Learning+%26+Teaching%22">Studies in Second Language Learning & Teaching</searchLink>. Jun2024, Vol. 14 Issue 2, p267-290. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br />*<searchLink fieldCode="DE" term="%22Chinese-speaking+students%22">Chinese-speaking students</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Individual+differences%22">Individual differences</searchLink><br /><searchLink fieldCode="DE" term="%22Pragmatics%22">Pragmatics</searchLink><br /><searchLink fieldCode="DE" term="%22Regulatory+focus+theory%22">Regulatory focus theory</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+%28Psychology%29%22">Judgment (Psychology)</searchLink>
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  Label: Abstract
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  Data: The present study employs regulatory focus theory (Higgins, 1997) to investigate the effects of L2 speakers' chronic regulatory focus on their L2 pragmatic versus grammatical awareness. It involved the participation of 121 Chinese students, who are English language learners, at a university in the United States. Haws et al.'s (2010) questionnaire was used to examine the participants' regulatory dispositions, and a judgment task was adapted from Bardovi-Harlig and Dörnyei (1998) to assess participants' awareness of grammatical and pragmatic errors, as well as the severity of each type of error. Multiple regression results largely confirmed the predictions. Prevention regulatory focus, concerned with obligations, responsibilities, and negative outcomes, predicted L2 speakers' recognition of grammatical errors and their severity. Conversely, promotion focus, which emphasizes growth, accomplishments, and positive outcomes, positively predicted L2 speakers' perceptions of pragmatic error severity. These findings contribute to the understanding of how differences in chronic motivational orientations can lead to different L2 use patterns and characteristics. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Studies in Second Language Learning & Teaching is the property of Adam Mickiewicz University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178872759
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        Value: 10.14746/ssllt.35073
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      – Code: eng
        Text: English
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      – SubjectFull: Foreign language education
        Type: general
      – SubjectFull: Limited English-proficient students
        Type: general
      – SubjectFull: Chinese-speaking students
        Type: general
      – SubjectFull: English as a foreign language
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      – SubjectFull: Individual differences
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      – SubjectFull: Pragmatics
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      – SubjectFull: Regulatory focus theory
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      – SubjectFull: Judgment (Psychology)
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            – D: 01
              M: 06
              Text: Jun2024
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              Y: 2024
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