Developing spoken requests during UK study abroad

Economidou-Kogetsidis, Maria; Halenko, Nicola

doi:10.1075/sar.21005.eco

Cited by 4 publications

(1 citation statement)

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“…Nevertheless, whilst SA periods hold much promise for L2 development, increasing research has suggested that sojourners' experiences are unique, and language development does not always follow a linear trajectory. A number of empirical studies (e.g., Barron 2003;Economidou-Kogetsidis and Halenko 2022;Halenko and Economidou-Kogetsidis 2022;Li 2014;Schauer 2009) revealed that there can be much variation in the amount and type of pragmatic gains learners receive during their SA sojourns, thus confirming that the relationship between SA contexts and pragmatic development is a complex one. For instance, learners who do not immerse themselves sufficiently into the L2 culture often miss valuable opportunities for interacting with fluent speakers of the target language or observing authentic interactions in the TL culture, therefore preventing them from receiving a sufficient amount of L2 input.…”

Section: Introductionmentioning

confidence: 99%

Thrivers and Survivors during Study Abroad: The Individual Cases of Japanese Learners of English

Halenko,

Economidou-Kogetsidis

2024

Languages

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Whilst study abroad (SA) periods hold much promise for foreign language development, increasing research suggests sojourners’ experiences are unique, and language development does not always follow a linear trajectory. For some learners, SA has little impact on their language performance despite the affordances of L2 immersion (the Survivors). Other learners maximise the potential of SA, and this has a positive impact on their language development (the Thrivers). This paper examines the selected cases of four Japanese learners of English and their request language performance during a 10-month SA in the UK. Changes in pragmatic knowledge (based on appropriateness ratings) were documented at three equidistant time points. Language contact profile data also provided quantitative insights into the learners’ extracurricular language use and qualitative personal reflections. The selected cases illustrate two learners surviving the SA experience, showing minimal change in their request performance. The other two learners thrived during SA, showing accelerated performance in terms of lexical variation at the production level. This paper reports on the case histories of these learners to better understand these unique experiences and pragmatic discrepancies. Suggestions for how learners might be more pragmatically successful during SA are also offered.

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Section: Introductionmentioning

confidence: 99%

Thrivers and Survivors during Study Abroad: The Individual Cases of Japanese Learners of English

Halenko,

Economidou-Kogetsidis

2024

Languages

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Pragmatic Development in Study‐Abroad Contexts

Shively¹

2023

The Encyclopedia of Applied Linguistics

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Study abroad offers second language (L2) speakers the opportunity to employ the L2 in a wide range of settings, for various purposes, and with different interlocutors. Through participation in everyday activities that involve the L2, study‐abroad students can be exposed to the pragmatic practices of the host community which, in turn, can facilitate L2 pragmatic development. Therefore, study abroad would appear to be an ideal context for pragmatic development, and, indeed, many study‐abroad students do become more native‐like in pragmatics after a stay abroad. However, due to a variety of factors, there is considerable variability in pragmatics learning outcomes. This entry discusses the role of study abroad in pragmatic development, highlighting the aspects of pragmatics that tend to be learned and discussing variables that influence pragmatic development in study‐abroad contexts.

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Second Language Pragmatics

Yang¹,

Ren²

2022

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This Element introduces the areas that second language (L2) pragmatics research has investigated. It begins with a theme-based review of the field with respect to L2 pragmatics learning, teaching, and assessing. The section on pragmatics learning examines studies on learners' pragmatic production and perception, and analyzes research modalities in this field. The section on pragmatics teaching examines the effects of and different approaches to L2 pragmatics instruction; and the section on pragmatics assessing examines the aspects involved in testing learners' pragmatic competence, and studies on issues related to validity and rating in pragmatics assessing. The Element then analyzes studies exploring learners' cognitive processes during pragmatic performance, and case studies are provided to showcase two ongoing projects, one investigating advanced learners' self-praise on social media and the other investigating lingua franca pragmatics among children. Finally, the Element offers some topics and questions for future research in L2 pragmatics.

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Developing spoken requests during UK study abroad

Cited by 4 publications

References 44 publications

Thrivers and Survivors during Study Abroad: The Individual Cases of Japanese Learners of English

Thrivers and Survivors during Study Abroad: The Individual Cases of Japanese Learners of English

Pragmatic Development in Study‐Abroad Contexts

Second Language Pragmatics

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