Browsing by Author "Peralta Aguillón, Alma Alicia"

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    Tesis de licenciatura
    Apology strategies produced by basic nonnative language learners of English
    (Benemérita Universidad Autónoma de Puebla, 2013) Peralta Aguillón, Alma Alicia; PERALTA AGUILLON, ALMA ALICIA; 688665
    "The knowledge a native speaker of a language as well as a learner possess, develop, acquire, use or lose, is what in the linguistic field is known as communicative competence. This term is mainly associated with Chomsky, who considered it as “the native speaker’s knowledge of his own language” (Paultston, 1992, p. 39). It is the internalized set of rules or the system that enables the speaker the creation of new grammatical sentences and the understanding of the sentences addressed to him, in which an individual performs the speech act based on the knowledge he already possess and is able to communicate not in a proper but in an understandable way. Taking into account this, linguistic competence is the ability to perform, understand and being understandable. According to Hymes, who did not only added other points to Chomskian conception of competence, but contradicted Chomsky’s position, communicative competence “is the knowledge of what is possible, feasible, appropriate and actually done” (Johnson, K. & Johnson, H, 1998, p. 62). It is more than grammatical competence, but also it is the ability to use language in a variety of communicative situations."
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    Tesis
    Pragmalinguistic failure: disagreement in chinese learners of spanish as L2
    (Benemérita Universidad Autónoma de Puebla, 2017-11) Peralta Aguillón, Alma Alicia; PERALTA AGUILLON, ALMA ALICIA; 688665; FLORES SALGADO, ELIZABETH; 250821
    "Speech acts take part of the illocutionary force; it refers to the intended impact the speaker addresses to the listener, moreover, means the knowledge of communicative action and how is it carried out. For example, the act of disagreement is considered a reactive speech act (Bach & Harnish, 1982), since it needs a prior utterance occurs to determine the statement that the speaker will produce based on his beliefs (constative). Therefore, pragmatic competence is the ability to communicate effectively regarding to the context it occurs (Farnia, Sohrabie & Musarra, 2011). When there is “a misunderstanding in the intended illocutionary, or pragmatic, force of an utterance” (p. 526), is what Holmes and Brown (1976) call pragmalinguistic failure. To state it in another way, pragmalinguistic failure is the misinterpretation of the message that can be caused by: 1) the interlocutor does not share the same background; 2) the speaker did not express the message in the appropriate manner. Mirzaei, Roohani and Esmaeili (2012) claim that L2 speakers find it difficult to convey and interpret the meaning in a communicative interaction due to the lack of this pragmalinguistic knowledge. In the same way, Liu (2004) points out that L2 speaker’s breakdown in communication occurs due to the learners’ interpretation and production of the foreign language features that causes “differences in the linguistic encoding of pragmatic force” (Mirzaei, Roohani & Esmaeili, 2012 p. 80)".