3.2.3 Recent interpretations of second language
proficiency
3.3 Features reflected in various models and interpretations of
communicative competence
3.3.1 New perspectives
3.3.2 Multi-dimensional views
3.3.3 A complement to pragmatic components between
traditional models and recent interpretations of L2
language competence
3.4 Reconsidering the construct of pragmatic competence
3.4.1 A comprehensive construct of pragmatic
competence
3.4.2 Reconsidering the construct of pragmatic competence :
A cognitive approach
Chapter Four Rationales Underlying a Cognitive Approach to
the Construct of Pragmatic Competence
4.1 Pragmatic theories applied to the current construct of
pragmatic competence
4.1.1 Theoretical grounds for the concept of communicative
competence
4.1.2 Pragmatic theories applied to the study of second
language pragmatics
4.1.3 Analysis of pragmatic theories used in the construct of
pragmatic competence
4.2 A cognitive linguistics approach to the study of
pragmatics
4.2.1 The connection between pragmatics and cognitive
linguistics
4.2.2 The study of pragmatics from the perspective of cognitive
linguistics: An introduction to Kecskes"s socio-cognitive
approach to pragmatics
4.3 The theoretical significance of SCA for the theme of this
research
4.3.1 The cognitive view of context conceptualization in
pragmatics
4.3.2 The model of the meaning value of words
4.3.3 Conceptual knowledge: the key point in developing L2
pragmatic competence
4.4 Theoretical explanation for the extended construct of
pragmatic competence
4.4.1 Contextualized competence
4.4.2 Intercultural competence
4.4.3 Metaphorical competence
4.5 Summary
Chapter Five The Experiment
5.1 Research questions of the experimental test
5.2 Research methodology
5.2.1 Subjects
5.2.2 Methods and test design
5.2.3 Procedures
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