From the Virtual World to the Real World: A Model of Pragmatics Instruction for Study Abroad

Abstract

With its focus on the use of language forms in cultural context, the study of pragmatics can be a valuable component in a program that prepares students to learn both language and culture in study abroad. The goal of the present study is to propose a model for pragmatic instruction in study abroad that fosters both intercultural competence and language skills, is informed by research and practice, and takes advantage of the affordances that an immersion environment and new technologies offer. The article provides an overview of the pertinent research, discusses the pedagogical implications of an ethnographic research project on the acquisition of Spanish pragmatics in study abroad, and presents a model for pragmatic instruction in the study abroad context.

L2 Spanish apologies development during short-term study abroad

“…If pragmatic competence is one of the goals of the SA experience, the students should be made aware of the pragmatic norms of the host culture before and during the course of their time abroad. SA programs should develop this knowledge through explicit instruction, awareness-raising activities, communicative output practice, targeted feedback, and guided reflection (e.g., Hernández, 2018;Hernández & Boero, 2018;Kondo, 2010;Martínez-Flor & Usó-Juan, 2006;Shively, 2010). The model I envision is based on second language acquisition constructs (e.g., noticing, pushed output) that are thought to facilitate language development.…”

“…Second language (L2) pragmatic development has received increasing attention in study abroad (SA) research (e.g., Bataller, 2010;Henery, 2015;Hernández, 2016;Shively, 2010Shively, , 2016Shively & Cohen, 2008). A large body of this research suggests that L2 learners tend to become more target-like after a semester or more abroad (e.g., Churchill & DuFon, 2006;DuFon, 2010;Kasper & Rose, 2002;Shively, 2010Shively, , 2016Shively & Cohen, 2008).…”

“…A large body of this research suggests that L2 learners tend to become more target-like after a semester or more abroad (e.g., Churchill & DuFon, 2006;DuFon, 2010;Kasper & Rose, 2002;Shively, 2010Shively, , 2016Shively & Cohen, 2008).…”

Proficiency, length of stay, and intensity of interaction and the acquisition of conventional expressions in L2 pragmatics

“…12 (2) 12 (2) 24 (4) 24 (4) 6 (1) Brought to you by | New York University Bobst Library Technical Services Authenticated Download Date | 2/7/15 1:55 AM A higher percentage of learners in the highest interaction group reported interacting with NS friends (65%), service personnel (77%), NS with whom they play sports (24%), and NS with whom they worship (24%). Learners with more contact also report interacting with more different types of speakers: Learners in the 1-3 and 4 -6 intensity bands reported interaction with NS in two different conversational roles (a mean of 2.24 and 2.23, respectively) whereas learners in the highest intensity group reported contact with NS in three different roles (a mean of 2.94 speakers).…”

“…Rodriguez (2001) found that study-abroad and at-home learners showed similar development in recognition of request strategies in L2 Spanish over a semester. 1 Not all features change in the same amount of time: In the semester that it took for L2 speakers to adjust the speech acts they performed and increase mitigation toward targetlike use in advising sessions, they did not reduce their use of aggravators which were found neither in the input during the sessions nor the turns of native-speaking classmates (Bardovi-Harlig and Hartford 1993). After four months abroad, learners' accuracy of comprehension of indirect refusals scored consistently better than indirect opinions (Taguchi 2008).…”