Trouble spots in literary conversation learning: Managing bilinguals’ cognitive expectation problems using conversational presupposition theory

The importance of addressing bilinguals' cognitive expectations in conversation is well recognized. However, the role of conversational presuppositions in bilingual contexts—particularly within literary settings and in relation to cognitive expectations—remains insufficiently explored. This cross-sectional study investigates how bilinguals navigate literary conversations with respect to both L1 and L2 cognitive expectations. The findings reveal that cognitive expectations, when examined through the lens of literary conversation, generate two distinct pathways for conversational presupposition within bilingual contexts. These pathways are essential for constructing effective conversations in bilingual learning environments. The study also highlights the constructive role of cognitive expectations in understanding literary conversations through the framework of conversational presupposition theory. It illustrates how conversational expectations align with a comprehension framework that addresses the challenges associated with bilingual cognitive expectations. By extending this framework and exploring how conversational presuppositions can address issues related to bilingual cognitive expectations, this research introduces a novel paradigm for enhancing bilinguals' understanding of different conversational structures when learning multiple languages. It provides new insights into how presuppositions trigger language comprehension and enriches our understanding of literary conversational dynamics. Ultimately, this study advances communicative coherence and offers a fresh perspective on effective conversation within bilingual contexts.