Article published In:
Pragmatics & CognitionVol. 21:1 (2013) ► pp.139–157
Comprehension of conversational implicature in L2 Chinese
This study examined the ability to comprehend conventional and non-conventional implicatures, and the effect of proficiency and learning context (foreign language learners vs. heritage learners) on comprehension of implicature in L2 Chinese. Participants were three groups of college students of Chinese: elementary-level foreign language learners (n=21), advanced-level foreign language learners (n=25), and advanced-level heritage learners (n=25). They completed a 36-item computer-delivered listening test measuring their ability to comprehend three types of implicature: conventional indirect refusals, conventional indirect opinions, and non-conventional indirect opinions. Comprehension was analyzed for accuracy (scores on a multiple-choice measure) and comprehension speed (average time taken to answer items correctly). There was a significant effect of implicature type on accuracy, but not on comprehension speed. A significant effect of participant group was observed on accuracy, but the effect was mixed on comprehension speed.
Keywords: Chinese, conversational implicature, heritage learners, listening
Cited by
Cited by 33 other publications
Al-Dawoody Abdulaal, Mohammad Awad, Nawroz Ramadan Khalil, Maryumah Heji Alenazi, Mengesha Robso Wodajo & Ehsan Rezvani
2022. Dynamic vs Nondynamic Assessments: Impacts on Intermediate EFL Learners’ Receptive Skills. Education Research International 2022 ► pp. 1 ff. 
Destruel, Emilie
2023. Processing pragmatic inferences in L2 French speakers. Second Language Research 39:4 ► pp. 969 ff.
Destruel, Emilie & Bryan Donaldson
2021. The L2 Acquisition of French Interrogatives: Pragmatic Inferences in Clefted wh-Questions. Languages 6:4 ► pp. 165 ff.
Estrada-Araoz, Edwin Gustavo, Biju Theruvil Sayed, Gulnorakhon Gulyamovna Niyazova & Desta Lami
2023. Comparing the effects of computerized formative assessment vs. computerized dynamic assessment on developing EFL learners’ reading motivation, reading self-concept, autonomy, and self-regulation. Language Testing in Asia 13:1
Fukazawa, Seiji & Shusaku Kida
2019. Second language pragmatic attrition after studying abroad. Applied Pragmatics 1:2 ► pp. 184 ff.
Ghahderijani, Behnoosh Heshmat, Ehsan Namaziandost, Mona Tavakoli, Tribhuwan Kumar & Rustem Magizov
2021. The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF). Language Testing in Asia 11:1
Kecskes, Istvan
2019. English as a Lingua Franca,
Koh, Joanne (Won-Young), Sineun Lee & Josephine Mijin Lee
2022. L2 pragmatic comprehension of aural sarcasm: Tone, context, and literal meaning. System 105 ► pp. 102724 ff.
Köylü, Yılmaz
2018. Comprehension of conversational implicatures in L2 English. Intercultural Pragmatics 15:3 ► pp. 373 ff.
Li, Shuai
2016. Pragmatics information in selected Business Chinese (BC) textbooks in the U.S.. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 51:2 ► pp. 191 ff.
Li, Shuai
2018. Developing a test of L2 Chinese pragmatic comprehension ability. Language Testing in Asia 8:1
Li, Weiyi & Jookyoung Jung
2023. L2 irony comprehension and the role of L2 proficiency and use. Language Awareness ► pp. 1 ff.
Lv, Xiaoxuan, Wei Ren & Lin Li
2021. Pragmatic Competence and Willingness to Communicate Among L2 Learners of Chinese. Frontiers in Psychology 12
MEMİŞ, Muhammet & Rahime ŞENTÜRK
2023. Edimbilimin Dil Öğretimine Katkıları. Korkut Ata Türkiyat Araştırmaları Dergisi
Mirzaei, Azizullah, Farshad Naseri, Aliakbar Jafarpour & Zohreh Eslami
2021. ZPD-based mediation of L2 learners’ comprehension of implicatures: An educational praxis framework. Lodz Papers in Pragmatics 17:1-2 ► pp. 127 ff.
Pang, Yang
2020. Book Review. Lingua 242 ► pp. 102857 ff.
Poehner, Matthew E., Tianyu Qin & Lu Yu
2019. Dynamic Assessment: Co-constructing the Future with English Language Learners. In Second Handbook of Information Technology in Primary and Secondary Education [Springer International Handbooks of Education, ], ► pp. 1 ff.
Poehner, Matthew E., Tianyu Qin & Lu Yu
2019. Dynamic Assessment: Co-constructing the Future with English Language Learners. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 455 ff.
Pérez, Clevia J. & Janet L. McDonald
2020. The contributions of proficiency, exposure, and working memory capacity to second language learners’ comprehension of indirect speech. Applied Pragmatics 2:2 ► pp. 121 ff.
Qin, Tianyu
2023. Computerized Mediation in the Instruction and Development of L2 Pragmatic Competence: A Dynamic Assessment Perspective. In Crossing Boundaries in Researching, Understanding, and Improving Language Education [Educational Linguistics, 58], ► pp. 149 ff.
Qin, Tianyu & Jie Zhang
2018. Computerized Dynamic Assessment and Second Language Learning: Programmed Mediation to Promote Future Development. Journal of Cognitive Education and Psychology 17:2 ► pp. 198 ff.
Roever, Carsten
2022. Assessment of Pragmatics. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
Schulze, Cornelia, David Buttelmann, Liqi Zhu & Henrik Saalbach
2022. Context-Sensitivity Influences German and Chinese Preschoolers’ Comprehension of Indirect Communication. Journal of Cross-Cultural Psychology 53:10 ► pp. 1257 ff.
Sherkuziyeva, Nasiba, Farida Imamutdinovna Gabidullina, Khaled Ahmed Abdel-Al Ibrahim & Sania Bayat
2023. The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety. Language Testing in Asia 13:1
Taguchi, Naoko
2018. Advanced Second Language Pragmatic Competence. In The Handbook of Advanced Proficiency in Second Language Acquisition, ► pp. 505 ff.
Taguchi, Naoko, Maria Pia Gomez‐Laich & Maria‐Jose Arrufat‐Marques
2016. Comprehension of Indirect Meaning in Spanish as a Foreign Language. Foreign Language Annals 49:4 ► pp. 677 ff.
Taguchi, Naoko, Haomin Zhang & Qiong Li
2017. Pragmatic competence of heritage learners of Chinese and its relationship to social contact. Chinese as a Second Language Research 6:1 ► pp. 7 ff.
Wang, Yuqi & Wei Ren
2023. The roles of language mindsets and willingness to communicate in receptive pragmatic competence among Chinese EFL learners. Journal of Multilingual and Multicultural Development ► pp. 1 ff.
Wang, Yuqi & Wei Ren
2024. L2 grit and pragmatic comprehension among Chinese postgraduate learners: Enjoyment and anxiety as mediators. International Journal of Applied Linguistics 34:1 ► pp. 224 ff.
Xiao-Desai, Yang & Ka F. Wong
2017. Epistemic stance in Chinese heritage language writing – A developmental view. Chinese as a Second Language Research 6:1 ► pp. 73 ff.
XIAO–DESAI, YANG
2021. Stance‐Taking in Heritage Language Writing. The Modern Language Journal 105:3 ► pp. 679 ff.
Zufferey, Sandrine, Jacques Moeschler & Anne Reboul
2019. Implicatures,
燕君, 刘 & 肖 峰
2015. 华裔和非华裔学习者对汉语模糊表达的语用理解. Chinese as a Second Language Research 4:2 ► pp. 271 ff.
This list is based on CrossRef data as of 12 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.