A Pragmatic-Narrative Alignment Model for Multilingual Interaction

Thesis Abstract

This study addresses the persistent mismatch between pragmatic intent and narrative grounding in multilingual interaction, where participants shift languages yet experience alignment challenges in meaning construction, stance negotiation, and discourse coherence. The aim is to develop and validate a Pragmatic-Narrative Alignment Model (PNAM) that integrates interactional pragmatics with narrative alignment theory to predict and improve communicative smoothness across multilingual contexts. Specific objectives are (i) to theorize the coupling of speech act realization, anaphora resolution, and narrative sequence alignment across language boundaries; (ii) to delineate a functional taxonomy of pragmatic cues (illocutionary force, deixis, polarity) that reliably trigger narrative coherence in multilingual exchanges; (iii) to operationalize PNAM into measurable constructs and test its predictive power on conversational success; and (iv) to propose instrumented guidelines for multilingual interaction design in educational and professional settings. The study adopts a mixed-methods design combining quantitative modeling with qualitative discourse analysis. The population comprises multilingual dyads and small groups (n = 120 individuals; 40 dyads) engaged in structured collaborative tasks in English, Spanish, and Mandarin in controlled laboratory simulations and authentic classroom settings. A multi-stage sampling strategy is employed purposive selection of participants with high functional bilingual proficiency (CEFR B2+), followed by stratified random sampling to ensure balanced language pairings and domain backgrounds (education, business, science). Data collection uses audio and video recordings of collaborative tasks, think-aloud protocols, and post-task semi-structured interviews. Instrumentation includes (i) an Interaction Pragmatics Coding Scheme (IPCS) adapted from existing pragmatic scales to capture illocutionary force, deixis, and stance; (ii) a Narrative Alignment Index (NAI) measuring coherence, causality linkage, and sequence continuity across language turns; (iii) a Engagement and Flow Questionnaire (EFQ) to assess perceived smoothness and mutual intelligibility; and (iv) a Language Proficiency Check (LPC) to verify comparability across participants. Quantitative analysis proceeds in three stages. First, structural equation modeling (SEM) tests the hypothesized PNAM pathways linking pragmatic cues to narrative alignment and conversational success, with language proficiency and task type as moderating variables. Second, multilevel modeling accounts for nested data (turn-level, task-level, participant-level) to examine cross-language effects on alignment. Third, regression analyses identify the relative contribution of specific pragmatic cues to narrative coherence and group performance. Qualitative analysis employs reflexive thematic analysis of think-aloud data and post-task interviews to illuminate mechanisms of alignment, with triangulation against IPCS and NAI scores. Key expected findings include (a) a robust PNAM with significant indirect effects from pragmatic cue realization (illocutionary force, deixis) through narrative alignment to conversational success (p < .01); (b) differential impact of language pairings on alignment dynamics, with stronger coherence in pairs sharing domain-specific discourse patterns; (c) identification of critical thresholds of narrative continuity required to sustain task performance across multilingual groups; and (d) evidence that alignment mechanisms mediate achievement in collaborative problem-solving tasks, contributing to higher engagement and perceived efficacy. The study contributes to knowledge by (i) synthesizing interactional pragmatics and narrative alignment into a cohesive model applicable to multilingual interaction, (ii) providing an empirically validated measurement framework (IPCS, NAI, EFQ) for assessing cross-linguistic pragmatic-narrative alignment, and (iii) offering practical implications for the design of multilingual educational technologies, collaborative work platforms, and facilitator training to enhance intercultural communication effectiveness. The conclusion anticipates that PNAM will yield actionable guidelines for fostering coherent multilingual discourse, with recommendations for targeted instruction in deictic and illocutionary management, narrative bridging strategies, and interface design to support alignment in real-time communication.