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Second language pragmatic development in study abroad contexts最新文献

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Effects of linguistic proficiency on speech act development in L2 Chinese during study abroad 语言能力对二语汉语留学期间言语行为发展的影响
Second language pragmatic development in study abroad contexts Pub Date : 2022-04-19 DOI: 10.1075/sar.21014.li
Shuai Li, Xiaofei Tang, Naoko Taguchi, Feng Xiao
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引用次数: 0
Commentary 评论
Second language pragmatic development in study abroad contexts Pub Date : 2022-04-19 DOI: 10.1075/sar.00003.com
Naoko Taguchi
{"title":"Commentary","authors":"Naoko Taguchi","doi":"10.1075/sar.00003.com","DOIUrl":"https://doi.org/10.1075/sar.00003.com","url":null,"abstract":"\u0000Ariadna Sánchez-Hernández presents five articles that showcase current trends of study abroad research in second language (L2) pragmatics. The study abroad context has attracted a large number of empirical investigations in L2 pragmatics (for a review, see Pérez Vidal & Shively, 2019). The popularity of the study abroad context in pragmatics is understandable when we consider the nature of pragmatic competence. Pragmatic competence involves linguistic knowledge, sociocultural knowledge, and the ability to interact with others appropriately using these knowledge bases (Taguchi, 2017). As such, the study abroad context, which offers opportunities to observe cultural norms and to practice contextually appropriate language use, is a prime site for pragmatic development. In this commentary, I focus on three innovative aspects of study abroad pragmatics research that run across the five studies in this volume: (1) longitudinal research design, (2) technology-enhanced data collection methods, and (3) pre-departure instruction focusing on pragmatics. For each aspect, I present critical reflections and recommendations for future research.","PeriodicalId":204467,"journal":{"name":"Second language pragmatic development in study abroad contexts","volume":"112 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117312521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Developing spoken requests during UK study abroad 在英国留学期间提出口语要求
Second language pragmatic development in study abroad contexts Pub Date : 2022-04-19 DOI: 10.1075/sar.21005.eco
M. Economidou-Kogetsidis, Nicola Halenko
{"title":"Developing spoken requests during UK study abroad","authors":"M. Economidou-Kogetsidis, Nicola Halenko","doi":"10.1075/sar.21005.eco","DOIUrl":"https://doi.org/10.1075/sar.21005.eco","url":null,"abstract":"\u0000 The present study tracks the longitudinal pragmatic development of spoken requests by Japanese, adult learners of\u0000 English during an academic year abroad, and aims to examine whether and how their requestive performance develops over time in\u0000 high and low-imposition situations. Data were collected at three points of the academic year using oral, virtual role plays, and\u0000 semi-structured group interviews. Data analysis examined the type and frequency of request strategies and modification devices\u0000 employed by the group over time. Findings revealed that there were only some pragmatic gains (e.g., a slight drop in the use of\u0000 want statements) as learners were very slow in adopting a new form-function mapping and expanding their pragmalinguistic\u0000 repertoire. They relied on (and overused) a limited set of request sequences and had clear preferences for particular ways to\u0000 express (in)directness, confirming that pragmatic gains might often be small, and development may follow a non-linear\u0000 trajectory.","PeriodicalId":204467,"journal":{"name":"Second language pragmatic development in study abroad contexts","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131754153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Second language pragmatic development in study abroad contexts 留学语境下的第二语言语用发展
Second language pragmatic development in study abroad contexts Pub Date : 2022-04-19 DOI: 10.1075/sar.21035.san
Ariadna Sánchez Hernández
{"title":"Second language pragmatic development in study abroad contexts","authors":"Ariadna Sánchez Hernández","doi":"10.1075/sar.21035.san","DOIUrl":"https://doi.org/10.1075/sar.21035.san","url":null,"abstract":"\u0000 This special issue illustrates current research on the development of second language (L2) pragmatic competence in\u0000 study abroad (SA) contexts. In doing so, it accounts for the complexity entailed in learning the linguistic and sociocultural\u0000 norms of interaction with people of diverse backgrounds while facing the multiple challenges involved in adapting to a new and\u0000 unknown setting. This introduction to the special issue presents key topics and previous findings that frame such processes of L2\u0000 pragmatic development. These include (1) a description of study abroad as a context for L2 pragmatic development,\u0000 (2) pragmatic targets that students learn during SA, (3) internal and external factors that are likely to play a role in the\u0000 learning process, and (4) the role of instruction in helping students maximize their stays abroad in terms of pragmatic learning.\u0000 Finally, an overview of the articles included in this special issue is provided, highlighting how they contribute to the key themes\u0000 illustrated throughout this introductory section.","PeriodicalId":204467,"journal":{"name":"Second language pragmatic development in study abroad contexts","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125915650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The impact of predeparture instruction on pragmatic development during study abroad 出国前辅导对留学期间语用发展的影响
Second language pragmatic development in study abroad contexts Pub Date : 2022-04-19 DOI: 10.1075/sar.21006.mat
Shoichi Matsumura
{"title":"The impact of predeparture instruction on pragmatic development during study abroad","authors":"Shoichi Matsumura","doi":"10.1075/sar.21006.mat","DOIUrl":"https://doi.org/10.1075/sar.21006.mat","url":null,"abstract":"\u0000This study investigates the impact of a predeparture intervention on developing pragmatic knowledge in a study abroad context. The study included 66 university-level Japanese learners of English who participated in a four-month study abroad program in Canada. The intervention consisted of the implicit-inductive, explicit-deductive, and explicit-inductive methods of instruction on speech acts. Pragmatic development was measured by gain scores on a written a discourse completion test requiring realization of apologies. Results of the analysis of covariance, controlling for levels of English proficiency, revealed that the explicitly taught groups had significantly larger gains in pragmatic knowledge than the implicitly taught group, and that when comparing the deductive and inductive approaches in the explicit instruction, the two groups did not differ significantly. Follow-up interviews using extreme-case sampling revealed that the metacognitive strategies they had acquired at the predeparture stage contributed to the gains. Implications for maximizing pragmatic development during study abroad are discussed.","PeriodicalId":204467,"journal":{"name":"Second language pragmatic development in study abroad contexts","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125208189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Openings and closings in institutionally-situated email requests 在机构位置的电子邮件请求中打开和关闭
Second language pragmatic development in study abroad contexts Pub Date : 2022-04-19 DOI: 10.1075/sar.21010.hal
Nicola Halenko, L. Winder
{"title":"Openings and closings in institutionally-situated email requests","authors":"Nicola Halenko, L. Winder","doi":"10.1075/sar.21010.hal","DOIUrl":"https://doi.org/10.1075/sar.21010.hal","url":null,"abstract":"\u0000 The study abroad (SA) experience presents opportunities to enrich linguistic and cultural knowledge, but pragmatic\u0000 development does not always follow a linear path. This investigation describes one interlanguage challenge: managing online\u0000 interactions in upward email requests. Openings and closings in emails of two academic discourse communities are examined: (L1)\u0000 English-speaking experts with three years of prior socialization into UK academic practices (n = 162) and (L2)\u0000 Chinese English as a foreign language novices as newcomers on their SA stay (n = 159). The study aims to analyze\u0000 sociocultural variance between the groups and whether a 10-month sojourn influences novice email practices. Results revealed\u0000 novices and experts adopted markedly different strategies for interpersonal work. Experts tended to take a less formal,\u0000 egalitarian stance when initiating emails while novices opted for increased levels of formality in structure and style. Most\u0000 novices’ mismanagement could be traced back to first language influences or, more commonly, to an overreliance on formal letter\u0000 writing techniques.","PeriodicalId":204467,"journal":{"name":"Second language pragmatic development in study abroad contexts","volume":"268 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116066397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Spanish and English compliment responses in discourse 西班牙语和英语语篇中的赞美反应
Second language pragmatic development in study abroad contexts Pub Date : 2022-04-19 DOI: 10.1075/sar.21004.cze
Lori Czerwionka, Sydney Dickerson
{"title":"Spanish and English compliment responses in discourse","authors":"Lori Czerwionka, Sydney Dickerson","doi":"10.1075/sar.21004.cze","DOIUrl":"https://doi.org/10.1075/sar.21004.cze","url":null,"abstract":"\u0000This investigation of second language (L2) pragmatic development over a six-week, short-term study abroad program examines compliment responses among English-speaking, L2 learners of Spanish, and compares the L2 group to native speakers of Spanish and English. Data were collected by offering a compliment during interviews, thus eliciting naturalistic compliment responses in a uniform context. The quantitative and qualitative analyses of this corpus offered a discourse-level analysis of compliment responses as a (co)constructed and multimodal speech act. Results revealed cross-cultural differences in the use of appreciation tokens (e.g., “thanks”), nodding, and compliment-compliment response discourse structures (i.e., English: pragmatic routine with appreciation; Spanish: co-constructed agreement). L2 learners’ compliment responses before and after study abroad aligned with English speaker norms. Thus, compliment responses in the L2 may not be salient for L2 learners. Results highlighted cross-cultural differences in the speech acts used to respond to a compliment and the complex issue of interlanguage pragmatics.","PeriodicalId":204467,"journal":{"name":"Second language pragmatic development in study abroad contexts","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115296448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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