Concepts and Theories Relating to Interlanguage Pragmatics: Speech Act of Apologies

Abstract

Interlanguage pragmatics (ILP) in the field of second language learning and teaching is important for language teachers to investigate learner’s language, both language system and speech acts rules of language use. Additionally, a current model of communicative competence testing requires the knowledge of pragmatics rules. Errors on appropriacy may have more negative effects than grammar. They may characterize the speakers as being rude and offensive. Although, pragmatic competence is believed to be transferred from L1 to L2, Baileystock claims that this learning process is different from both L1 and L2. The learners’ language has its own system and rules. The duration that learners develop new language competence is called ‘interlanguage’. This term was first used by Selinker (1972) to refer to the language that L2 learners construct. Studies in the field of interlanguage indicated that influences from L1 occurred during the development period. This transfer can be either positive or negative on both linguistic and pragmatic competence. Previous research studies indicated that learners’ linguistic and cultural background affected learner’s language use. This causes difficulty when they have to use language in more advanced or more formal patterns. To use the speech acts of apologies appropriately, speakers have to concern ‘face threatening acts’. This relates to several concepts and theories such as Brown and Levinson’s Theory of Politeness. This theory concerns ‘face’ both ‘positive’ and ‘negative’ aspects. Other related theories are Schmidt’s The Noticing Theory and Long’s Explicit Learning.