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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
Language: English
Authors: Yiran Zhang (ORCID 0000-0002-6165-5022), Mostafa Papi (ORCID 0000-0003-4309-0483)
Source: Studies in Second Language Learning and Teaching. 2024 14(2):267-290.
Availability: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Peer Reviewed: Y
Page Count: 24
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Individual Differences, Grammar, Pragmatics, Second Language Learning, Second Language Instruction, Language Usage, Error Analysis (Language), Decision Making, Task Analysis, English (Second Language), Prediction, Chinese, Native Language, Foreign Students, Graduate Students, Doctoral Students, Language Proficiency, Student Attitudes, Asians
ISSN: 2083-5205
2084-1965
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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1435449
Database: ERIC
FullText Text:
  Availability: 0
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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> (ORCID <externalLink term="https://orcid.org/0000-0002-6165-5022">0000-0002-6165-5022</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mostafa+Papi%22">Mostafa Papi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4309-0483">0000-0003-4309-0483</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Learning+and+Teaching%22"><i>Studies in Second Language Learning and Teaching</i></searchLink>. 2024 14(2):267-290.
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  Data: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
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  Data: 24
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  Data: <searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Pragmatics%22">Pragmatics</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Analysis+%28Language%29%22">Error Analysis (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Asians%22">Asians</searchLink>
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  Data: 2083-5205<br />2084-1965
– Name: Abstract
  Label: Abstract
  Group: Ab
  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.
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  Data: 2024
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  Data: EJ1435449
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      – Text: English
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        PageCount: 24
        StartPage: 267
    Subjects:
      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Pragmatics
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Language Usage
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      – SubjectFull: Decision Making
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      – SubjectFull: Task Analysis
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Prediction
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      – SubjectFull: Chinese
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Asians
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      – TitleFull: Regulatory Focus Predicts Individual Differences in Pragmatic versus Grammatical Awareness and Sensitivity
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