Tracking the trajectories of international students’ pragmatic choices in studying abroad in China: a social network perspective

IF 2.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language, Culture and Curriculum Pub Date : 2020-12-08 DOI:10.1080/07908318.2020.1857393

Citing Li, Wendong Li, W. Ren

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引用次数: 20

Abstract

ABSTRACT This paper reports on a longitudinal study that investigated how international students’ personal network mediated their pragmatic choices during studying abroad in China. Data were collected over a year through different ways, including Study Abroad Network Questionnaire, role-plays, retrospective verbal reports, ethnographic interviews and observation field notes. Findings showed that with respect to pragmatic performance, the students exercised their subjectivity to converge to or diverge from the native-speaker norms. The ethnographic accounts revealed that the changes in learners’ pragmatic choices were closely related to the composition and structure of their social network. Using two case learners, we highlighted that social network may work in synergy with pragmatic subjectivity to contribute to the trajectory changes over learners’ socialisation processes. We discussed how social network may serve as both a theoretical lens and an analytical tool for investigating pragmatic development in study-abroad contexts.

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从社会网络视角追踪留学生在华务实选择的轨迹

摘要本文对留学生在中国留学期间的人际网络如何影响他们的语用选择进行了纵向研究。通过不同的方式收集了一年多的数据，包括留学网络问卷、角色扮演、回顾性口头报告、民族志访谈和实地观察笔记。研究结果表明，在语用表现方面，学生运用主体性来趋同或偏离母语规范。民族志研究表明，学习者语用选择的变化与社会网络的构成和结构密切相关。通过使用两个案例学习者，我们强调了社交网络可能与语用主体性协同作用，有助于学习者社交过程的轨迹变化。我们讨论了社交网络如何作为一个理论视角和一个分析工具来研究留学背景下的语用发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language, Culture and Curriculum Multiple-

CiteScore

7.00

自引率

5.70%

发文量

期刊介绍： Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.