A Case Study of Chinese Students’ Second Language Pragmatic Development During Study Abroad in a UK University

2014 ◽  
Vol 3 (2) ◽  
pp. 39
Author(s):  
Xianju Yang
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Chinese Students ◽  
Pragmatic Development

scholarly journals Second language pragmatics: a corpus-based study of the pragmatic marker like

Letrônica ◽  
2019 ◽  
Vol 12 (4) ◽  
pp. 34002 ◽  
Author(s):  
Giovani Santos
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
University Students ◽  
Spoken Language ◽  
Research Project ◽  
Pragmatic Development ◽  
Functional Patterns ◽  
Second Language Pragmatics

This paper presents the extent to which like is used as a pragmatic marker (PM) by Brazilian university students living in Ireland. This is a case study which is part of a broader PhD research project on L2 pragmatic development within a study-abroad context. The results and reflections of this study are based on a sample corpus of spoken language, which comprises four 30-minute informal interactions between 6 participants and the researcher. Drawing on the Limerick Corpus of Irish English, a representative corpus of spoken Irish English (IrE), the interpersonal functions and procedural meanings of the PM like in the participants’ L2 are compared and contrasted against those of the IrE data. Quantitatively, the PM like is found to be a keyword in the L2 corpus and three times more frequent by comparison to the IrE data. Qualitatively, this study shows evidence of like being used multifunctionally by the L2-speakers of English, with all functions of the PM also previously described in the literature on IrE. However, some specific functional patterns also emerge from the L2 data, which indicates the pragmatic needs and linguistic demands which may arise during communication when using an L2.***Pragmática da segunda língua: um estudo de corpus do marcador pragmático like***Este artigo apresenta a extensão com que like é usado como marcador pragmático (MP) por brasileiros universitários na Irlanda. Este é um estudo de caso, e parte de um projeto de pesquisa de doutorado sobre o desenvolvimento da pragmática da segunda língua (L2) no contexto de intercâmbio. Os resultados e reflexões deste estudo são embasados em uma amostra de um corpus de língua falada, que é constituído de quatro interações informais de 30 minutos entre 6 participantes e o pesquisador. Tendo como referência o Limerick Corpus of Irish English, um corpus representativo do inglês irlandês falado, as funções interpessoais e os significados procedurais do MP like usados pelos participantes são comparados e contrastados. Quantitativamente, o MP like se encontra como uma palavra-chave no corpus de L2, e é três vezes mais frequente se comparado com os dados do inglês irlandês. Qualitativamente, este estudo evidencia a multifuncionalidade de like na L2 dos participantes, sendo todas as funções usadas pelos participantes também previamente descritas na literatura sobre o inglês irlandês. Contudo, alguns padrões funcionais específicos também emergem do corpus de L2, o que indica as necessidades pragmáticas e exigências linguísticas que podem surgir durante a comunicação quando usando uma L2.

Longitudinal benefits of pre-departure pragmatics instruction for study abroad

2019 ◽  
Vol 4 (1) ◽  
pp. 87-111
Author(s):  
Jiayi Wang ◽  
Nicola Halenko
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Longitudinal Studies ◽  
Qualitative Data ◽  
Perceived Benefits ◽  
Pragmatic Development ◽  
L2 Chinese ◽  
Shed Light ◽  
Three Phases

Whilst the study of second language pragmatic development in study abroad (SA) contexts has gained momentum in recent years, research on L2 Chinese pragmatics, in general, remains in its infancy and is therefore limited. Longitudinal studies on the effects of instruction before, during and after SA remain scant. Following a short pre-SA pragmatics intervention on formulaic expressions with a group of UK undergraduate learners of Chinese, qualitative data in three phases (before, during, and after a year abroad in China) were collected and analysed to shed light on the perceived benefits of the treatment. The findings show that in all three phases, learners highly valued the instruction provided, but they seemed to benefit from the sociopragmatic input the most, particularly in the pre-departure stage and after completion of the SA period. The findings will be discussed in relation to the learners' accounts of their SA experiences and the implications for pre-SA instruction.

Chinese students' great expectations: Prospective pre-school teachers on the move

2012 ◽  
Vol 5 (3) ◽  
pp. 75-93 ◽  
Author(s):  
Stig Thøgersen
Keyword(s):  
Study Abroad ◽  
Chinese Students ◽  
Transformative Experience ◽  
School Teachers ◽  
Education Abroad ◽  
Great Expectations ◽  
Western Education ◽  
Innovative Economy ◽  
Prior Experiences

The article focuses on Chinese students' hopes and expectations before leaving to study abroad. The national political environment for their decision to go abroad is shaped by an official narrative of China's transition to a more creative and innovative economy. Students draw on this narrative to interpret their own educational histories and prior experiences, while at the same time making use of imaginaries of 'Western' education to redefine themselves as independent individuals in an increasingly globalised and individualised world. Through a case study of prospective pre-school teachers preparing to study abroad, the article shows how personal, professional and even national goals are closely interwoven. Students expect education abroad to be a personally transformative experience, but rather than defining their goals of individual freedom and creativity in opposition to the authoritarian political system, they think of themselves as having a role in the transformation of Chinese attitudes to education and parent-child relations.

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.

scholarly journals Adult Second Language Learners’ Pragmatic Development in the Study-abroad Context: A Review

2015 ◽  
Vol 25 (1) ◽  
pp. 132-149 ◽  
Author(s):  
Feng Xiao
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Learners ◽  
Second Language Learners ◽  
Pragmatic Competence ◽  
Complex Relationship ◽  
Pragmatic Development ◽  
L2 Learners ◽  
Over Time ◽  
Research Studies

This article aims to further probe this complex relationship between the study abroad context and pragmatic development by synthesizing existing research studies under the guidance of two questions: 1) What pragmatic features have been examined in the study abroad context, and how have they been measured? and 2) Do adult L2 learners improve their pragmatic competence in the study abroad context over time?

scholarly journals Impact of US-China Trade War on Graduate School Selection

2020 ◽  
Vol 1 (3) ◽  
Author(s):  
Brian A. Swanson ◽  
Mary K. Swanson ◽  
Huan Wang
Keyword(s):  
Study Abroad ◽  
Chinese Students ◽  
Consumer Good ◽  
Chinese Student ◽  
Further Education ◽  
China Trade ◽  
The Us ◽  
Trade War ◽  
The Impact

In 2018, tensions between China and the US became increasingly heightened through escalation of the US-China trade war.  This case study examines the impact of this trade war on Chinese students’ desired study abroad location.  Through surveying 596 Chinese students and interviewing 40 Chinese students planning to study abroad.  The article examines to what extent the trade war influenced their decision regarding which country they desired to pursue further education.  Additionally, the case study explores closely related issues designed to better understand how the student is affected by the Chinese media environment. Highlighted issues include whether the trade war will affect the students’ purchases of foreign-made consumer goods, how students obtain their news regarding the trade war, and to what extent students’ views differ from their parents.  Findings indicate that these political events have not had a significant impact on educational preferences, but have influenced consumer good choices.  The research also re-examines student motivating factors and suggests specific strategies to maximize Chinese student enrollment in foreign higher learning institutions.

scholarly journals The Effect Of Study Abroad And Intensity Of Interaction On The Development Of L2 Pragmatic Routines By Chinese Learners Of English

2020 ◽  
Author(s):  
Ningyu Liu ◽  
Lianrui Yang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Language Contact ◽  
Positive Influence ◽  
Vocabulary Knowledge ◽  
Structured Interviews ◽  
Pragmatic Development ◽  
Chinese Graduate Students ◽  
Home Context

Abstract Study abroad (SA) has been acknowledged as an influencing context in the Second Language Acquisition (SLA) field. Although numerous studies have researched the influence of SA on various pragmatic features, pragmatic routine has been scarcely focused on. This study employed a mixed-methods approach to investigate the effect of SA and intensity of interaction on second language (L2) pragmatic routines development. Two groups of Chinese graduate students completed a multilevel "vocabulary knowledge scale" (VKS) and a written discourse-completion task (DCT) to measure their recognition and production ability, and a language contact profile (LCP) to measure their intensity of interaction. Results revealed the positive influence and advantages of the SA context compared with AH (at-home) context. However, the positive effect of the SA context can not be generalized. SA group's performance was greatly influenced by their intensity of interaction. Through semi-structured interviews, it can be found that individual trajectories and characteristics can act as vital factors on pragmatic development.

Sign in / Sign up

Export Citation Format

Share Document