Trouble spots in literary conversation learning: managing bilinguals' cognitive expectation problems using conversational presupposition theory.

Abstract

Background: The significance of addressing bilinguals' cognitive expectations in conversation is well established. However, the interplay between conversational presuppositions and cognitive expectations in bilingual contexts-particularly in literary settings-remains under-explored.

Materials and methods: This cross-sectional study examines how bilinguals negotiate literary conversations in relation to both L1 and L2 cognitive expectations. Through a theoretical and empirical lens, we identify two distinct pathways by which conversational presuppositions operate in bilingual discourse.

Results: These pathways prove critical for facilitating effective communication in bilingual learning environments. The study underscores the constructive role of cognitive expectations in literary conversation analysis, framed within conversational presupposition theory. Our findings demonstrate that conversational expectations align with a comprehension framework capable of mitigating challenges posed by bilingual cognitive divergence. By extending this framework, we reveal how presupposition mechanisms can resolve issues tied to bilingual cognition, introducing a novel paradigm for enhancing multilingual learners' understanding of diverse conversational structures.

Conclusion: This research provides new insights into how presuppositions facilitate language comprehension and deepens our understanding of literary conversational dynamics. Ultimately, it advances communicative coherence in bilingual contexts and offers a fresh perspective on optimizing cross-linguistic dialogue.