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Guided by this theoretical framework, the present study attempts to investigate the effect of language proficiency on L2 learners’ use of semantic formulas employed when complaining. However, as claimed by Kasper and Smith (1996), in order to have more insights on the development of pragmatic competence research on learner-based factors (attitude, proficiency, learning context, etc.) is needed. In general, these studies have found both qualitative and quantitative differences in the use of semantic formulas to produce the particular speech act. Particularly, this research has targeted specific speech acts including requests (Huangfu, 2012), refusals (Félix-Brasdefer, 2003) and complaints (Yuan-shan et al., 2011) among many others. Most of this investigation has examined differences between learners’ pragmatic ability and native-speakers norms. As a result, how learners acquire their pragmatic ability in the L2 has become a major concern in the study of L2 development. In fact, in cross-cultural communication, failure to do so may lead to unintended offense and communication breakdown. A major goal in learning a second/foreign language (L2) is to be able to communicate appropriately in the L2, which in turn requires not only mastery over the features of the language system but also over the pragmatic rules of language use.
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The potential effects of reformulation will be discussed and conclusions drawn for the role it may play in children’s language development in instructional settings.ĪBSTRACT. Excerpts from the learners’ collaborative dialogue will be examined to illustrate the noticing procedures they engaged in including ‘Filling the Holes’, ‘Spot the difference’, ‘Translation’ and ‘Metalinguistic Reasoning’. The results of Anova tests indicated that both Time and Treatment Group significantly influenced the amount, type and scope of the children’s noticing and processing of the reformulations. Following Swain and Lapkin (2002) and Hanaoka (2007), noticing was operationalized as the children’s awareness of differences between their own written output and the reformulated text, either verbally stated, underlined, or in the form of written notes. In this study, we examine the noticing processes the children in the treatment groups engaged in during their analysis of the written feedback. The participants were divided into (i) a treatment group, trained by their teacher in the use of reformulations (ii) a reformulation group, whose texts were reformulated but who did not receive instruction and (iii) a control group, whose texts were not reformulated. On both occasions, the children identified the linguistic problems they experienced while composing, compared their written texts to the reformulations provided, and then re-wrote their original output. The present study forms part of a research project that attempted to address this gap by analyzing the long-term effects of reformulations on the noticing processes of 60 Spanish EFL child learners at different proficiency levels while performing two three-stage collaborative writing tasks over a period of sixteen weeks. However, despite the importance that cognitively oriented accounts of SLA place on the process of noticing for second language development (Schmidt, 1990, 2001), children’s processing of the corrective feedback provided on their written texts is still an uncharted territory. Reformulations are believed to be advantageous since they foster cognitive comparisons between the learner's own written output and the feedback, thus promoting noticing which may, in turn, lead to language learning. In recent years, discursive feedback techniques, such as the reformulation of learners’ original texts, have attracted increasing attention (Adams, 2003 Qi and Lapkin, 2001 Swain and Lapkin, 2003 Yang and Zhang, 2010). The difficulties involved in learning to write in a second language (L2) are well documented and a considerable amount of research interest has focused on investigating written corrective feedback (Bitchener, 2012).