L2 Pragmatic Development in Study Abroad Settings

Vidal, Carmen Pérez; Shively, Rachel L.

doi:10.4324/9781351164085-23

Cited by 13 publications

(8 citation statements)

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“…Research exploring the effects of 'study abroad' (SA) experiences on L2 development has usually found that learners tend to improve their L2 competence after the SA period (see Llanes 2020 for a review). Similar findings have been reported for L2 pragmatic learning (e.g., Barron 2019;Pérez-Vidal and Shively 2019). However, it has been claimed that when it comes to pragmatic development, not only the amount of exposure seems to be an important factor to consider, but also the pragmatic forms to be learned, the opportunity to interact with learners with a variety of social distance and power, the contextual situations they find themselves immersed in, or even their own individual differences (Taguchi 2015;Sánchez-Hernández and Alcón-Soler 2019).…”

Section: Introductionsupporting

confidence: 80%

The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?

Sánchez-Hernández,

Barón,

Llanes

2024

Languages

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The present study explores the development of pragmatic marker (PM) use by children and adult L2 English learners in two learning contexts: study abroad (SA) and at home (AH). The study involved a group of 35 Catalan/Spanish girls (aged 11 to 13) learning English AH (n = 16) and abroad in Ireland (n = 19), and a group of 16 adult students aged 19–31 learning English in the UK and Ireland (n = 10) and at their home university in Barcelona (n = 6). To test their pragmatic development, the use of PMs was prompted through pre-test and post-test semi-structured interviews. The results indicated an effect of both age and context on PM development. Children in the SA context increased their use of some PMs, whereas their peers who remained at home did not show any development. Regarding the adults, both SA and AH participants increased their use of specific PMs. These findings shed some light on a topic that has not received scholarly attention in the field of L2 pragmatics: the development of PM use by children. Additionally, they contribute to the very small body of longitudinal studies on the development of PM use during SA.

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Section: Introductionsupporting

confidence: 80%

The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?

Sánchez-Hernández,

Barón,

Llanes

2024

Languages

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“…Pragmatic competence is generally considered to cover two subcomponents: pragmalinguistics and sociopragmatics (Thomas 1983;Xiao 2015;Pérez Vidal and Shively 2019). The former focuses on the speaker's knowledge of the pragmatic function of a linguistic form in interaction, while the latter focuses on the ability to express, linguistically, the taking into account of context, relationships between the participants, their degree of shared knowledge, and social rules and norms (Delahaie 2015, p. 4).…”

Section: Discursive Functions and Development Of Pragmatic Competencementioning

confidence: 99%

The Acquisition of Verbal Epistemic Stance Marking during Study Abroad: The Case of je pense in L2 French

Leclercq

2021

Languages

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Epistemic stance markers, such as je pense in French, take on a variety of discursive functions, ranging from asserting an opinion, indicating the source of information, and mitigating a claim, to pragmatic functions, such as gaining time for discourse planning. Previous research suggests that the epistemic marker je pense is mostly used in French conversation to express opinions and can be used as an indicator of the development of a learner’s assertiveness and pragmatic competence during a study abroad period. Using a functional approach, this paper seeks to find out the extent to which study abroad fosters the development of assertiveness and pragmalinguistic competence among L2 learners, through an analysis of stance marking in interview data from 26 Anglophone learners of French, who spent nine months abroad in a French-speaking country, and 10 French native speakers. The results show that learners are globally less assertive in their use of je pense than native speakers, particularly prior to departure, and that they develop pragmatic uses of je pense, thereby showing a development in their interactional strategies. Finally, the high inter-variability in the way learners used je pense suggests the importance of personal style.

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“…Previous research on the acquisition of sociolinguistic competence during SA has primarily focused on interlanguage pragmatics or the acquisition of "those aspects of language that cannot be considered in isolation from its use, language in its situational context" (Isabelli-García et al, 2018, p. 456). The results from these studies generally support the role of SA in the development of interlanguage pragmatics (Bataller, 2010;Iwasaki, 2010;Kinginger & Farrell, 2004;Lafford, 1995Lafford, , 2004Marriott, 1995), although most L2 learners demonstrate only incipient or partial acquisition of the pragmatic constraints on language use (see Pérez Vidal & Shively, 2019, for a review). Additionally, research on focused pragmatics instruction has demonstrated a positive correlation between predeparture instruction and the development of pragmatic awareness and competence during SA (Shively, 2011), as well as the effectiveness of concept-based pragmatic instruction (van Compernolle & Henery, 2014) in raising sociopragmatic competence that is recontextualizable to the situations that learners may encounter in the TL community.…”

Section: The Impact Of Study Abroad: Sociolinguistic Competencementioning

confidence: 53%

At the Intersection of SLA and Sociolinguistics: The Predictive Power of Social Networks During Study Abroad

Terry

2022

The Modern Language Journal

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This longitudinal study of 17 American learners of French lies at the intersection of 2 complementary fields of inquiry in second language acquisition (SLA): language variation and change (LVC) and language acquisition during study abroad. Studies in LVC examine the nature and use of linguistic features that have more than 1 possible realization in native-speaker speech (i.e., variable features). Conversely, investigations into language acquisition during study abroad have primarily focused on the acquisition of categorical features that have only 1 possible, grammatical realization in the target language, or on the acquisition of global oral proficiency and fluency. Moreover, while studies in LVC have long relied on social network theory to predict language performance, existing research on language acquisition during study abroad provides conflicting results and explanations for learner gains during study abroad. The current study bridges this research gap by providing empirical evidence for the critical role of social networks with target-language speakers in the acquisition of stylistic variation by French learners during study abroad. Additionally, because this study includes both semester and year-long learners, results demonstrate the significant impact of time on task, which, when combined with network strength, negates the role of individual learner characteristics previously shown to influence acquisition during study abroad.

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L2 Pragmatic Development in Study Abroad Settings

Cited by 13 publications

References 1 publication

The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?

The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?

The Acquisition of Verbal Epistemic Stance Marking during Study Abroad: The Case of je pense in L2 French

At the Intersection of SLA and Sociolinguistics: The Predictive Power of Social Networks During Study Abroad

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