Research output: Chapter in Book/Report/Conference proceeding › Article in an anthology › peer-review
Negative Pragmatic Transfer as a Factor Jeopardizing Formation of Multicultural Personality in RFL Classroom (the case of request speech act). / Rumyantseva, Elena ; Nekora, Natalya ; Kozhevnikova , Ludmila .
Proceedings of the International Conference on European Multilingualism: Shaping Sustainable Educational and Social Environment (EMSSESE 2019). ed. / Caitriona Kirby; Larisa Shchipitsina. Atlantis Press, 2019. p. 195-202 (Advances in Social Science, Education and Humanities Research; Vol. 360).Research output: Chapter in Book/Report/Conference proceeding › Article in an anthology › peer-review
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TY - CHAP
T1 - Negative Pragmatic Transfer as a Factor Jeopardizing Formation of Multicultural Personality in RFL Classroom (the case of request speech act)
AU - Rumyantseva, Elena
AU - Nekora, Natalya
AU - Kozhevnikova , Ludmila
PY - 2019/11
Y1 - 2019/11
N2 - Language learning provides vast opportunities for formation and development of multicultural personality since language is a source and method of learning culture. However, sometimes this process may be hindered by lack of crosses between cultural awareness and negative pragmatic transfer resulting in culture shock. Cross-linguistic influence makes learners transfer their pragmatic and sociocultural knowledge from their native language into a target language without differentiating them. From this point of view, the speech act of request presents one of the areas that due to cultural and linguistic specifics of the Russian language might with great possibility be affected by negative pragmatic transfer on the part of English-speaking RFL learners. This paper contains results of research aimed at answering the question whether negative pragmatic transfer influences the production of Russian requests by English-speaking students and, if not, what other factors may hinder this process. The findings show that negative pragmatic transfer is an important but not the sole factor jeopardizing students' production of Russian requests. What is much more important is students' insufficient knowledge of means to express requests in the Russian language, which are vital in terms of pragmatics, i.e. linguistic means that affect politeness of requests in a positive or negative way, as well as a range of standard constructions for requesting in communicative situations with different sociolinguistic variables. Thus, developing pragmatic competence in this sphere can be a key factor facilitating cross-cultural awareness and formation of multicultural personality through language learning.
AB - Language learning provides vast opportunities for formation and development of multicultural personality since language is a source and method of learning culture. However, sometimes this process may be hindered by lack of crosses between cultural awareness and negative pragmatic transfer resulting in culture shock. Cross-linguistic influence makes learners transfer their pragmatic and sociocultural knowledge from their native language into a target language without differentiating them. From this point of view, the speech act of request presents one of the areas that due to cultural and linguistic specifics of the Russian language might with great possibility be affected by negative pragmatic transfer on the part of English-speaking RFL learners. This paper contains results of research aimed at answering the question whether negative pragmatic transfer influences the production of Russian requests by English-speaking students and, if not, what other factors may hinder this process. The findings show that negative pragmatic transfer is an important but not the sole factor jeopardizing students' production of Russian requests. What is much more important is students' insufficient knowledge of means to express requests in the Russian language, which are vital in terms of pragmatics, i.e. linguistic means that affect politeness of requests in a positive or negative way, as well as a range of standard constructions for requesting in communicative situations with different sociolinguistic variables. Thus, developing pragmatic competence in this sphere can be a key factor facilitating cross-cultural awareness and formation of multicultural personality through language learning.
KW - multicultural personality
KW - pragmatic competence
KW - negative pragmatic transfer
KW - request
U2 - https://doi.org/10.2991/emssese-19.2019.15
DO - https://doi.org/10.2991/emssese-19.2019.15
M3 - Article in an anthology
T3 - Advances in Social Science, Education and Humanities Research
SP - 195
EP - 202
BT - Proceedings of the International Conference on European Multilingualism: Shaping Sustainable Educational and Social Environment (EMSSESE 2019)
A2 - Kirby, Caitriona
A2 - Shchipitsina, Larisa
PB - Atlantis Press
T2 - International Conference on “European Multilingualism: Shaping Sustainable Educational and Social Environments”
Y2 - 23 April 2019 through 24 April 2019
ER -
ID: 49773565