Explicit and implicit dimensions of sociopragmatic and pragmalinguistic competence

Darcy Sperlich*, Jaiho Leem, Eui Jeen Ahn

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)


Implicit and explicit knowledge use in second language acquisition has been rigorously researched in areas such as syntax, however our understanding of how these knowledge constructs affect learner pragmatics is not well understood. Through an interlanguage pragmatic perspective we aim to understand how implicit and explicit knowledge intertwines with pragmalinguistic and sociopragmatic competence. This is investigated by testing for L1 politeness transfer in Korean learners of French regarding their acquisition of tu and vous, which provides a new perspective as past research focuses on Anglophone learners. By triangulating data from two test types, results show that the learners have difficulty with vous but not tu, attributed to negative language transfer of L1 politeness values. Moreover, learner variation of tu/vous use can be linked to the explicit/implicit status of their pragmalinguistic and sociopragmatic knowledge, showing that the implicitization of their sociopragmatic knowledge is a challenging hurdle towards native-like tu/vous use.

Original languageEnglish
Pages (from-to)369-394
Number of pages26
JournalIRAL - International Review of Applied Linguistics in Language Teaching
Issue number3
Publication statusPublished - 1 Sept 2021
Externally publishedYes


  • explicit knowledge
  • implicit knowledge
  • pragmalinguistics
  • sociopragmatics
  • tu/vous


Dive into the research topics of 'Explicit and implicit dimensions of sociopragmatic and pragmalinguistic competence'. Together they form a unique fingerprint.

Cite this