Erasmus students in an Irish studyabroad context

2020 ◽  
Vol 5 (1) ◽  
pp. 89-118
Author(s):  
Annarita Magliacane
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Speech Acts ◽  
Native Speaker ◽  
Pragmatic Markers ◽  
L2 Pragmatics ◽  
Language Exposure ◽  
Erasmus Programme

Abstract While second language (L2) pragmatics research has predominantly investigated speech acts, little attention has been given to pragmatic markers (PMs) (Müller, 2005). Research demonstrates that PM use by learners is limited (Liao, 2009) and that their production is aided by native speaker (NS) contact (Sankoff et al., 1997). Thus, if study abroad (SA) provides a combination of instructed and naturalistic input / exposure, the analysis of PM development gives insights into the role of language exposure during SA. Against this background, this article investigates the use of PMs in L2 English during an Erasmus programme in Ireland. Data were collected using sociolinguistic interviews (Labov, 1984) and the PMs studied were ‘like’ and ‘well’. These PMs were tracked longitudinally to investigate differences in frequency and use. Findings were analysed quantitatively and compared with English NSs. Results point to an increase in frequency but also reveal constraints on the use of the PMs studied.

scholarly journals The Effect of Instruction on Learners' Pragmatic Awareness: a Focus on Refusals

2010 ◽  
Vol 10 (1) ◽  
pp. 65 ◽  
Author(s):  
Eva Alcón Soler ◽  
Josep Guzmán Pitarch
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Processes ◽  
Speech Acts ◽  
Speech Act ◽  
Pragmatic Awareness ◽  
Research Gap ◽  
Instructional Contexts

The benefits of instruction on learners’ production and awareness of speech acts is well documented (see Alcón and Martínez-Flor, 2008, for a review of pragmatics in instructional contexts). However, few studies examine the influence that instruction may have on the cognitive processes involved in speech act production (Félix- Brasdefer, 2008). In order to address this research gap, and taking into account the discussion in research on the concept of attention and related terms such as awareness (see Al-Hejin, 2004, for a review of the role of attention and awareness in second language acquisition research) this paper reports on the benefits of instruction on learners’ attention and awareness during the performance of refusals. Thus, based on a pedagogical proposal for teaching refusals at the discourse level, we focus on the benefits that this pedagogical proposal can have on the information attended to during the planning and execution of refusals. Secondly, we explore whether instruction makes a difference in learners’ awareness of refusals.

scholarly journals Decoding the wordplay: Speech act analysis of headlines predicting the future

2021 ◽  
Vol Volume 5 (1) ◽  
pp. 303-314
Author(s):  
Rabiah Rustam ◽  
Mian Shah Bacha
Keyword(s):  
Present Article ◽  
Speech Acts ◽  
Speech Act ◽  
News Story ◽  
Pragmatic Markers ◽  
Future State ◽  
The Future ◽  
The Mind ◽  
Speech Act Analysis

Present article attempts to analyze the role of the pragmatic markers or illocutionary force indicating devices in the speech acts of prediction. The headlines play a significant role in making a news story readable and approaching large number of audience. The headlines used in the present article were taken from CNN website. These headlines cover a variety of stories related with Pakistan. As the headlines communicate more than what is said they have been treated as speech acts. Searle (1969) defines speech act as a minimum unit of communication which is illocutionary in nature and creates an impact on the mind of the reader. Keeping, this definition in view, the headlines are speech acts that affect the readers. Current study is limited to the headlines that are related to prediction or forecasting the future state of affairs.The detailed analysis of the speech acts finds that the interpretation of the headlines depends on the language devices which help in shaping the illocutionary functions of the speech acts in collaboration with the context. It has also been found that the headlines use negative words more often than the positive ones in an attempt to take the reeaders to the detailed stories.

scholarly journals Second language pragmatic ability: Individual differences according to environment

2015 ◽  
Vol 5 (4) ◽  
pp. 519-556 ◽  
Author(s):  
Lauren Wyner ◽  
Andrew D. Cohen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teacher Development ◽  
Native Speaker ◽  
Research Literature ◽  
Target Language ◽  
Individual Factors ◽  
Discussion Section ◽  
Pragmatic Transfer

The aims of this paper are to review research literature on the role that the second language (L2) and foreign language (FL) environments actually play in the development of learners’ target language (TL) pragmatic ability, and also to speculate as to the extent to which individual factors can offset the advantages that learners may have by being in the L2 context while they are learning. The paper starts by defining pragmatics and by problematizing this definition. Then, attention is given to research literature dealing with the learning of pragmatics in an L2 context compared to an FL context. Next, studies on the role of pragmatic transfer are considered, with subsequent attention given to the literature on the incidence of pragmatic transfer in FL as opposed to L2 contexts. Finally, selected studies on the role of motivation in the development of pragmatic ability are examined. In the discussion section, a number of pedagogical suggestions are offered: the inclusion of pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native-speaker norms. Suggestions as to further research in the field are also offered.

Construct operationalization, L1 effects, and context in second language processing

2016 ◽  
Vol 20 (4) ◽  
pp. 694-695 ◽  
Author(s):  
ALAN JUFFS
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Language Processing ◽  
Sentence Processing ◽  
Native Speaker ◽  
Working Memory Capacity ◽  
First Language ◽  
Memory Capacity ◽  
Second Language Processing

Cunnings (2016) provides welcome insights into differences between native speaker (NS) sentence processing, adult non-native speaker processing (NNS), and working memory capacity (WMC) limitations. This commentary briefly raises three issues: construct operationalization; the role of first language (L1); and context.

scholarly journals Investigating the effects of pragmatic instruction: a comparison of L2 Spanish compliments and apologies during short term study-abroad

Letrônica ◽  
2019 ◽  
Vol 12 (4) ◽  
pp. 33989 ◽  
Author(s):  
Megan DiBartolomeo ◽  
Vanessa Elias ◽  
Daniel Jung
Keyword(s):  
Study Abroad ◽  
Speech Acts ◽  
Native Speaker ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Pragmatic Development ◽  
Short Term Study ◽  
Almost All ◽  
Pragmatic Instruction

Study abroad has been proposed as a crucial aspect to acquire pragmatics in a second language, under the assumption that learners receive more access to authentic input than is available in the classroom. Recent trends indicate a rise in the frequency of short-term study abroad programs (less than 3 months, Allen, 2010), although research has shown that learners may need closer to 9 months to approximate native-like norms without instruction (FÉLIX-BRASDEFER, 2004). This raises the question of how much pragmatic development can be seen in short-term programs, and how to maximize this development. The current study analyzed the development of two expressive speech acts, compliments and apologies, in students who completed a five-week study abroad program in Mérida, Mexico. During the program, learners received instruction on compliments, but not apologies. Speech act data was collected via a 24-item oral discourse completion task administered at both the beginning and end of the program and was further analyzed in SPSS. Results indicate that only some learners developed their production of apologies, while almost all learners showed development in their production of compliments, operationalized by an increased repertoire of strategies available. These results suggest the need for pragmatic instruction during short-term study abroad, and question the utility of native-speaker norms to measure pragmatic development during short-term programs.***Uma pesquisa sobre os efeitos da instrução pragmática: uma comparação de elogios e desculpas em espanhol como segunda língua durante um programa de intercâmbio de curta duração***O intercâmbio estudantil foi proposto como um aspecto crucial para adquirir competência pragmática em um segundo idioma, sob a suposição de que os alunos recebem mais acesso à linguagem autêntica do que é oferecido em sala de aula. As tendências recentes indicam um aumento na frequência de programas de intercâmbio de curto prazo no exterior (menos de três meses, Allen, 2010), contudo outras pesquisas têm mostrado que os alunos podem precisar de mais de nove meses para aproximar-se das normas nativas sem instrução (FÉLIX-BRASDEFER, 2004). Isso levanta a questão de quanto o desenvolvimento pragmático pode ser visto em programas de intercâmbio de curto prazo, e como maximizar esse desenvolvimento. O presente estudo analisou o desenvolvimento de dois atos de fala expressivos, elogios e desculpas, em estudantes que completaram um programa de intercâmbio de cinco semanas em Mérida, México. Durante o programa, os alunos receberam instrução sobre expressões de elogios, mas não sobre pedidos de desculpas. Os dados do ato de fala foram coletados por meio de uma tarefa de conclusão do discurso oral de 24 itens, administrada no início e no final do programa e analisados no SPSS. Os resultados indicam que apenas alguns dos estudantes desenvolveram seus atos de pedir desculpas, enquanto quase todos os alunos mostraram desenvolvimento em sua produção de elogios, operacionalizado como um repertório crescente de estratégias disponíveis. Esses resultados sugerem a necessidade da instrução pragmática durante os programas de intercâmbio estudantil de curto prazo e questionam a utilidade das normas dos falantes nativos para medir o desenvolvimento pragmático durante programas de curto prazo.

scholarly journals Exploring of the Role of Teacher’s Input in Fossilization: An Examination of Some Spoken Errors by Albanian Speakers of English

2016 ◽  
Vol 54 ◽  
pp. 165-179
Author(s):  
Lynn W. Zimmerman ◽  
Laureta Vavla
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Classroom Practice ◽  
Classroom Instruction ◽  
Native Speaker ◽  
Small Body ◽  
Target Language ◽  
Reading Materials ◽  
Teachers And Students

Fossilization in second language acquisition is generally defined as a discrepancy between the foreign language learner’s usage of a structure or form and what is considered “correct” in the target language. Second language theory and research generally support the notion that classroom instruction can reduce and, even prevent, fossilization. However, a small body of research suggests that not all classroom instruction may effectively prevent fossilization and some may even promote it. The authors examine research about the relationship between fossilization and classroom practice, then look at the effects classroom practice may have on fossilization, focusing on the role of input. Next they consider the question: How likely are fossilized forms to be ignored or even promoted in a classroom with a teacher who is a non-native speaker of the target language? Anecdotal evidence collected from observations of classroom teachers and students of English in Albania highlights some errors which are fossilized. The study demonstrates that the Albanian context plays a role in several significant ways. Until the early 1990s most Albanian teachers of English had little or no direct contact with native English speakers nor with authentic listening and reading materials. This trend is changing, but there is still a tendency among Albanian teachers to repeat the incorrect forms which were taught to them by their teachers of English. The authors explore a few common errors and suggest some changes to classroom practice to help teachers and their students overcome fossilization using appropriate input, by first recognizing fossilized forms, then revising their output to correct forms.

Development of perception of second language Japanese geminates: Role of duration, sonority, and segmentation strategy

2009 ◽  
Vol 31 (1) ◽  
pp. 81-99 ◽  
Author(s):  
DEBRA M. HARDISON ◽  
MIKI MOTOHASHI SAIGO
Keyword(s):  
Second Language ◽  
Native Speaker ◽  
Complex Interaction ◽  
Speech Segmentation ◽  
Identification Task ◽  
Proficiency Levels ◽  
Segmentation Strategy ◽  
English Speaking ◽  
Beginning Learners

ABSTRACTThis study explored the second language perceptual accuracy of Japanese geminates (moraic units) by English-speaking learners at three proficiency levels: beginner (28), low–intermediate (42), and advanced (15). Stimuli included singleton and geminate /t/, /k/, /s/ followed by /a/ or /u/ produced by a native speaker in isolated words and carrier sentences. Results of a forced-choice identification task revealed a significant complex interaction involving all factors. Simple effects tests indicated scores for geminate /s/ followed by /u/ in carrier sentences were significantly lower across proficiency levels. The singleton-geminate contrast for /t, k/ was significant for beginning learners, marginal for low–intermediate, and nonsignificant for advanced. Duration differences did not account for all findings. Greater consonant–vowel sonority difference facilitated perception, enhancing mora boundaries for speech segmentation.

scholarly journals Reviewing the potential of the Experience Sampling Method (ESM) for capturing second language exposure and use

2021 ◽  
pp. 026765832110200
Author(s):  
Henriette L Arndt ◽  
Jonas Granfeldt ◽  
Marianne Gullberg
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Study Abroad ◽  
Language Learning ◽  
Sampling Method ◽  
Experience Sampling ◽  
Experience Sampling Method ◽  
Self Report ◽  
Language Exposure

Frequent language exposure and use are among the most important conditions for successful language learning, whether in classrooms, during study abroad, or in other informal contexts. Research probing exposure and usage often relies on one-off self-report questionnaires in which participants estimate their typical level of language exposure over extended periods of time, often long after it occurred. This may negatively affect the validity of the resulting data. This article instead explores the potential of methods used in medical and psychological research, variably known as the Experience Sampling Method (ESM), Ecological Momentary Assessment (EMA), or diary methods. These methods are often combined with electronic and mobile survey applications to elicit self-report assessments at frequent, sometimes randomized intervals. We consider the possibilities of these methods for strengthening research into language exposure and use, second language acquisition more broadly, and study abroad research specifically. The methods have the potential to drastically reduce biases associated with summative recall. Additionally, they enable researchers to collect richer data about how individuals engage with language differently over time, and the contexts in which they do so, thus ultimately contributing to our understanding of individual differences in language acquisition.

scholarly journals Replication research in contextual and individual influences in pragmatic competence: Taguchi, Xiao & Li (2016) and Bardovi-Harlig & Bastos (2011)

2017 ◽  
Vol 52 (1) ◽  
pp. 128-140 ◽  
Author(s):  
Naoko Taguchi ◽  
Shuai Li
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Research Direction ◽  
Pragmatic Competence ◽  
Pragmatic Development ◽  
Individual Learner ◽  
Quantitative Studies ◽  
L2 Pragmatics ◽  
Replication Research ◽  
New Research

Recent development in L2 pragmatics research in a study abroad context has witnessed an emerging line of studies investigating the joint influences of contextual and individual learner factors on second language (L2) pragmatic development. This paper argues for the replication of two representative quantitative studies in this new research direction. Situated within the field's increasing emphasis on explaining the development of L2 pragmatic competence, the first part of this paper makes a case for the necessity of replicating quantitative studies investigating the study abroad context, highlighting why and how the field can benefit from replication research. The second part of this paper presents detailed accounts of the two focus studies and suggests several options for approximate and conceptual replications.

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