CEFR Pragmatic Competence Analysis 4 — Questions and Answers
Question 1: Which term describes the phenomenon where a learner's first language pragmatic norms inappropriately influence their second language use?
- Interlanguage pragmatics
- Pragmatic transfer (Correct answer)
- Communicative avoidance
- Code-mixing
Correct answer: Pragmatic transfer
Pragmatic transfer occurs when L1 norms for functions like requests, apologies, or compliments are carried into L2 use, sometimes causing miscommunication.
Question 2: A B2-level speaker uses 'well,' 'you know,' and 'I mean' frequently while speaking. In CEFR terms, these are examples of:
- Grammatical errors to be corrected
- Discourse markers used to manage interaction and signal thinking (Correct answer)
- Lexical gaps filled with fillers
- Avoidance of complex structures
Correct answer: Discourse markers used to manage interaction and signal thinking
Discourse markers like 'well' and 'I mean' serve pragmatic functions such as signaling a shift in topic, hedging, or managing the listener's attention.
Question 3: According to CEFR, which level marks the first point where learners are expected to handle 'unexpected complications' in everyday transactions?
- A1
- A2
- B1 (Correct answer)
- B2
Correct answer: B1
B1 descriptors include coping with unexpected complications such as handling problems in shops, restaurants, or while travelling.
Question 4: In the CEFR descriptor scale for 'addressing audiences,' which feature most distinguishes C2 from C1?
- Ability to use complex vocabulary
- Spontaneous, natural delivery with full command of rhetorical and stylistic devices (Correct answer)
- Correct use of formal grammar in presentations
- Ability to read from a script fluently
Correct answer: Spontaneous, natural delivery with full command of rhetorical and stylistic devices
C2 speakers demonstrate spontaneous, natural delivery with mastery of rhetorical devices, whereas C1 speakers are still developing full stylistic flexibility.
Question 5: Which speech act theory concept distinguishes between what is said (locutionary act) and the social action performed by saying it (illocutionary act)?
- Grice's Cooperative Principle
- Austin's Speech Act Theory (Correct answer)
- Halliday's Systemic Functional Grammar
- Chomsky's Generative Grammar
Correct answer: Austin's Speech Act Theory
J.L. Austin's Speech Act Theory distinguishes locutionary (the utterance itself), illocutionary (the intended action), and perlocutionary (the effect) acts.
Question 6: A learner can produce grammatically accurate sentences but regularly fails to take turns appropriately in group discussions. This gap is best described as:
- A morphosyntactic deficit
- Strong linguistic but weak interactional pragmatic competence (Correct answer)
- A phonological processing problem
- Limited vocabulary breadth
Correct answer: Strong linguistic but weak interactional pragmatic competence
Turn-taking is an interactional pragmatic skill distinct from grammatical accuracy, and a learner can be strong in one while weak in the other.
Question 7: Which CEFR competence area includes the ability to use appropriate greetings, forms of address, and leave-taking expressions?
- Linguistic competence
- Sociolinguistic competence (Correct answer)
- Strategic competence
- Orthographic competence
Correct answer: Sociolinguistic competence
Sociolinguistic competence in CEFR covers social conventions including greetings, forms of address, and other culturally-bound interactional rituals.
CEFR Pragmatic Competence Analysis 4
Which term describes the phenomenon where a learner's first language pragmatic norms inappropriately influence their second language use?