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.

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.

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 Variations in developmental patterns across pragmatic features

2016 ◽  
Vol 6 (4) ◽  
pp. 587-617 ◽  
Author(s):  
Qiong Li
Keyword(s):  
Second Language ◽  
Longitudinal Studies ◽  
Dynamic Process ◽  
Speech Acts ◽  
Target Feature ◽  
Developmental Patterns ◽  
Pragmatic Development ◽  
Linear Dynamic ◽  
Developmental Variations ◽  
Similarity And Difference

Drawing on the findings of longitudinal studies in uninstructed contexts over the last two decades, this synthesis explores variations in developmental patterns across second language (L2) pragmatic features. Two synthesis questions were addressed: (a) What are the variations in developmental patterns across pragmatic features?, and (b) What are the potential explanations for the variations? In response to the first question, previous studies showed that L2 pragmatic development is a non-linear, dynamic process, with developmental paces varying across pragmatic features (Ortactepe, 2013; Taguchi, 2010, 2011, 2012; Warga & Scholmberger, 2007). These studies revealed that some aspects of pragmatic features (e.g., semantic strategies of speech acts) develop faster than others (e.g., lexical features such as mitigators). In response to the second question, three potential explanations were identified to account for the developmental variations: (a) language-related, (b) situation-dependent, and (c) learner-related explanations, with three subcategories for the language-related explanation: (a) the functions of pragmatic features, (b) the frequency of availability of target features, and (c) the similarity and difference between languages with respect to the target feature.

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?

What impacts L2 Chinese pragmatic competence in the study abroad context?

2019 ◽  
Vol 54 (3) ◽  
pp. 191-220
Author(s):  
Jun Lang
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
Empirical Studies ◽  
Research Area ◽  
Pragmatic Competence ◽  
Future Research ◽  
System Perspective ◽  
Pragmatic Development ◽  
L2 Chinese ◽  
Learner Language

Abstract This paper reviews current literature on contributions of the study abroad context to second language (L2) Chinese pragmatics and discusses the future prospects of this rapidly growing research area. By synthesizing sixteen empirical studies on pragmatic competence in L2 Chinese in the study-abroad context, this paper answers one question: What impacts L2 Chinese pragmatic competence in the study abroad (SA) context? The findings show that the SA effect on L2 Chinese pragmatic development is mediated by seven factors including general proficiency, pre-program pragmatic competence, language exposure, intercultural competence, learner agency, linguistic affordance, and learner language and cultural background. Based on the research synthesis, this paper suggests future research directions regarding target pragmatic features, measurements, pragmatic competence in writing, and learner factors mediating study-abroad effect from a dynamic-system perspective.

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.

Cultural Awareness of Students in Communication Sciences and Disorders: A Mixed-Methods Study

2020 ◽  
Vol 5 (5) ◽  
pp. 1231-1242
Author(s):  
Celeste Domsch ◽  
Lori Stiritz ◽  
Jay Huff
Keyword(s):  
United States ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
The United States ◽  
Self Report ◽  
Global Awareness ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

Purpose This study used a mixed-methods design to assess changes in students' cultural awareness during and following a short-term study abroad. Method Thirty-six undergraduate and graduate students participated in a 2-week study abroad to England during the summers of 2016 and 2017. Quantitative data were collected using standardized self-report measures administered prior to departure and after returning to the United States and were analyzed using paired-samples t tests. Qualitative data were collected in the form of daily journal reflections during the trip and interviews after returning to the United States and analyzed using phenomenological methods. Results No statistically significant changes were evident on any standardized self-report measures once corrections for multiple t tests were applied. In addition, a ceiling effect was found on one measure. On the qualitative measures, themes from student transcripts included increased global awareness and a sense of personal growth. Conclusions Measuring cultural awareness poses many challenges. One is that social desirability bias may influence responses. A second is that current measures of cultural competence may exhibit ceiling or floor effects. Analysis of qualitative data may be more useful in examining effects of participation in a short-term study abroad, which appears to result in decreased ethnocentrism and increased global awareness in communication sciences and disorders students. Future work may wish to consider the long-term effects of participation in a study abroad for emerging professionals in the field.

The role of immersion learning in the acquisition and processing of L2 gender agreement

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gabrielle Klassen ◽  
Aline Ferreira ◽  
John W. Schwieter
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Morphological Variability ◽  
Selection Task ◽  
Gender Agreement ◽  
Short Term ◽  
Term Study ◽  
Reading Task ◽  
Short Term Study

Abstract In this paper, we examine the effects of learning environment on second language (L2) gender agreement. English speakers learning L2 Spanish participated in a self-paced reading task and a picture selection task prior to and after a short-term study abroad experience. The results from the self-paced reading task showed that their reliance on the masculine article as the default (e.g., McCarthy, Corrine. 2008. Morphological variability in the comprehension of agreement: An argument for representation over computation. Second Language Research 24(4). 459–486) was reduced over time abroad. Findings from the picture selection task showed that the learners did not attend to the gender of articles unless it was their only cue, but that after the study abroad experience they began to use gender as an anticipatory cue for lexical selection. We interpret these results as support for an adapted version of the Shallow Structures Hypothesis (Clahsen, Harald & Claudia Felser. 2006a. Grammatical processing in language learners. Applied Psycholinguistics 27(1). 3–42; Clahsen, Harald & Claudia Felser. 2006b. How native-like is non-native language processing? Trends in Cognitive Sciences 10(12). 564–570) and the notion that in immersion contexts L2 learners shift their parsing strategy to be more communicatively focused (Schwieter, John W. & Gabrielle Klassen. 2016. Linguistic advances and learning strategies in a short-term study abroad experience. Study Abroad Research in Second Language Acquisition and International Education 1(2). 217–247).

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