Pragmatic transfer traces back to Thomas’ (1983, 1984) definition of “pragmatic failure” as a violation of sociolinguistic rules which result in misinterpretation (for a historical overview, see Bou Franch, 2012). As a result, negative transfer has received a great deal of attention for being a cause of miscommunication in L2 and a domain where corrective strategies towards native-like performance were much in need (see Kasper, 1992). In this study, positive transfer is triggered by a cognitive procedure rather than a sociolinguistic skill and is examined in terms of learners’ acquired ability to infer pragmatic meanings in L1 and L2. Using the relevance-theoretic distinction of conceptual-procedural meaning (Wilson, 2011), the study seeks to unveil facilitating effects of L1, L2 and interventions on participants’ ability to interpret newspaper editorials while using procedural expressions as evidence for pragmatic inferences drawn.

语用迁移可以追溯到托马斯（1983，1984）对“语用失败”的定义，因为它违反了社会语言规则，导致了错误的解释（历史回顾，请参见Bou Franch，2012）。结果，负迁移是引起L2沟通不畅的一个原因，在这一领域中，迫切需要针对本地性能的纠正策略（参见Kasper，1992）。在这项研究中，正向转移是由认知程序而非社会语言技能触发的，并根据学习者在L1和L2中推断出语用意义的能力来进行检验。利用概念性过程意义的相关理论区分（Wilson，2011年），该研究试图揭示L1的促进作用，