The way in which L2 learners construct pragmatic and social meanings, including stances and identities, is emerging as an important research concern. In this study, we explore how L2 learners develop the ability to construct and negotiate pragmatic and social meanings, with a focus on meanings manifested in specific contexts, namely, contextual meanings. Specifically, we trace the development made by a group of 30 L2 Korean learners in their understanding of the contextual meanings of Korean first-person pronouns over the provision of L1- and L2-generated input and an awareness raising activity. Our findings reveal that provision of input of the underlying stereotypical meanings facilitated learners’ (re-)construction and negotiation of contextual meanings. The learners developed from oversimplistic form-meaning connections to more context-based and internally logical interpretations of contextual meanings, constructed new contextual meanings from the input, and agentively negotiated between the input and their existing indexical systems. The findings raise important pedagogical implications, including reconsideration of the assessment of pragmatic and sociolinguistic competence.

中文翻译：

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L2 语境意义构建和协商的语用发展


第二语言学习者构建实用和社会意义（包括立场和身份）的方式正在成为一个重要的研究问题。在本研究中，我们探讨第二语言学习者如何培养构建和协商实用意义和社会意义的能力，重点关注特定情境中体现的意义，即语境意义。具体来说，我们追踪了由 30 名 L2 韩语学习者组成的小组在提供 L1 和 L2 生成的输入以及意识提升活动方面对韩语第一人称代词的语境含义的理解所取得的进展。我们的研究结果表明，提供潜在刻板意义的输入有助于学习者（重新）构建和协商语境意义。学习者从过于简单的形式-意义联系发展到对上下文意义更加基于上下文和内部逻辑的解释，从输入构建新的上下文意义，并在输入和现有索引系统之间进行代理协商。研究结果提出了重要的教学意义，包括重新考虑语用和社会语言能力的评估。