Pragmatic learning and study abroad: Effects of instruction and length of stay

Soler, Eva Alcón

doi:10.1016/j.system.2014.09.005

Cited by 91 publications

(51 citation statements)

References 40 publications

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“…On the other hand, learners with previous extended periods abroad scored lower on coherence, cohesion, comprehensibility, content, and overall FA. These results provide evidence supporting previous research which indicates that length of residence alone cannot account for pragmatic development (Alcón-Soler, 2015;Bardovi-Harlig & Bastos, 2011;Bella, 2011Bella, , 2012. This interplay of variables was also found in the present study.…”

Section: Discussionsupporting

confidence: 93%

“…This newly developed research paradigm, namely mixed-method research (MMR), consolidates both methods and provides a more complete understanding than either approach alone. Consequently, recent research has adopted this interdisciplinary perspective in order to enhance our understanding of how individual differences, contextual factors, and learners' experiences affect the acquisition of pragmatic aspects (e.g., Alcón-Soler, 2015Taguchi, 2011aTaguchi, , 2012. However, despite the importance of quantitative results (Slethei, 1990), Kasper and Dahl (1991, p. 216) DCTs have been a much used elicitation format in ILP pragmatics due to the fact that they allow researchers to collect large amounts of data in short periods of time (Johnson et al, 1998).…”

Section: Methods For Classroom Research On Pragmaticsmentioning

confidence: 99%

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Functional adequacy: The effect of Englsih Medium Instruction, English Proficiency and previous language learning experiences

Martinez¹

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Classroom-oriented research on pragmatics Chapter 1: Classroom-oriented research on pragmatics action needed to solve the problem" (McFarland & Stansell, 1993, p. 14, emphasis in original). However, the first educator to use this methodology in education was Corey (1953), a teacher who believed that researchers and practitioners needed to work together in order to implement improvements to everyday practices. For this reason, after conducting several investigations, he declared (Corey, 1953, p.

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Section: Discussionsupporting

confidence: 93%

Section: Methods For Classroom Research On Pragmaticsmentioning

confidence: 99%

Functional adequacy: The effect of Englsih Medium Instruction, English Proficiency and previous language learning experiences

Martinez¹

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“…A number of studies consider the role of study abroad and L2 Spanish across a range of speech acts, including requests, apologies, and compliments (e.g., ALCÓN-SOLER, 2015;BATALLER, 2010;SHIVELY, 2007;SHIVELY;COHEN, 2008;SHIVELY, 2011). However, the research on short-term study abroad and L2 Spanish is much more limited.…”

Section: Study Abroad and L2 Pragmaticsmentioning

confidence: 99%

Investigating the effects of pragmatic instruction: a comparison of L2 Spanish compliments and apologies during short term study-abroad

2019

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Study abroad has been proposed as a crucial aspect to acquire pragmatics in a second language, under the assumption that learners receive more access to authentic input than is available in the classroom. Recent trends indicate a rise in the frequency of short-term study abroad programs (less than 3 months, Allen, 2010), although research has shown that learners may need closer to 9 months to approximate native-like norms without instruction (FÉLIX-BRASDEFER, 2004). This raises the question of how much pragmatic development can be seen in short-term programs, and how to maximize this development. The current study analyzed the development of two expressive speech acts, compliments and apologies, in students who completed a five-week study abroad program in Mérida, Mexico. During the program, learners received instruction on compliments, but not apologies. Speech act data was collected via a 24-item oral discourse completion task administered at both the beginning and end of the program and was further analyzed in SPSS. Results indicate that only some learners developed their production of apologies, while almost all learners showed development in their production of compliments, operationalized by an increased repertoire of strategies available. These results suggest the need for pragmatic instruction during short-term study abroad, and question the utility of native-speaker norms to measure pragmatic development during short-term programs.***Uma pesquisa sobre os efeitos da instrução pragmática: uma comparação de elogios e desculpas em espanhol como segunda língua durante um programa de intercâmbio de curta duração***O intercâmbio estudantil foi proposto como um aspecto crucial para adquirir competência pragmática em um segundo idioma, sob a suposição de que os alunos recebem mais acesso à linguagem autêntica do que é oferecido em sala de aula. As tendências recentes indicam um aumento na frequência de programas de intercâmbio de curto prazo no exterior (menos de três meses, Allen, 2010), contudo outras pesquisas têm mostrado que os alunos podem precisar de mais de nove meses para aproximar-se das normas nativas sem instrução (FÉLIX-BRASDEFER, 2004). Isso levanta a questão de quanto o desenvolvimento pragmático pode ser visto em programas de intercâmbio de curto prazo, e como maximizar esse desenvolvimento. O presente estudo analisou o desenvolvimento de dois atos de fala expressivos, elogios e desculpas, em estudantes que completaram um programa de intercâmbio de cinco semanas em Mérida, México. Durante o programa, os alunos receberam instrução sobre expressões de elogios, mas não sobre pedidos de desculpas. Os dados do ato de fala foram coletados por meio de uma tarefa de conclusão do discurso oral de 24 itens, administrada no início e no final do programa e analisados no SPSS. Os resultados indicam que apenas alguns dos estudantes desenvolveram seus atos de pedir desculpas, enquanto quase todos os alunos mostraram desenvolvimento em sua produção de elogios, operacionalizado como um repertório crescente de estratégias disponíveis. Esses resultados sugerem a necessidade da instrução pragmática durante os programas de intercâmbio estudantil de curto prazo e questionam a utilidade das normas dos falantes nativos para medir o desenvolvimento pragmático durante programas de curto prazo.

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“…Consequently, in both weeks, the students generally considered the program to be interesting and useful and enjoyed the program largely for similar reasons in both weeks. All these findings are mainly owing to the fact that the program provided the students with enormous access to the TL, as evidenced in current studies (Alcòn-Soler, 2015;DeKeyser, 2007;Liskin-Gasparro, 1998;Pang & Liu, 2005;Rugasken & Harris, 2006;Savage & Hughes, 2014).…”

Section: Perceptions Of the Summer English Programmentioning

confidence: 60%

Changes in University Students’ Perceptions towards a Two-Week Summer English Immersion Program

Peng

2017

Int. J. Appl. Linguist. Engl. Lit.

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The present research examined how university students perceived a 2-week summer English immersion program organized and designated by Chinese teachers of English in a highly prestigious university in Beijing and whether their perceptions changed during the period. Data included 208 surveys and 19 informal interviews in week 1 and 207 surveys and 19 interviews in week 2 (the participants were largely the same in both weeks). Analyses of the data showed that in both weeks, most students considered the courses interesting and liked most of them for similar reasons (e.g., being interesting and having much participation), that the program improved students’ English abilities in listening, speaking, reading and writing as well as overall English proficiency, and that the program enhanced students’ interpersonal communication ability, confidence in using English, knowledge of the culture of English-speaking countries, interest in and motivation to learn English. The results also revealed that the participants tended to become more positive about the program, have a more comprehensive view of the program and assess it more objectively toward the end of the program. Evidently, the program helped the students in various aspects. To better help students, it is useful to do needs analyses prior to the program so that more acceptable courses and activities can be designed and offered.Keywords: perception, change, immersion program

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Pragmatic learning and study abroad: Effects of instruction and length of stay

Cited by 91 publications

References 40 publications

Functional adequacy: The effect of Englsih Medium Instruction, English Proficiency and previous language learning experiences

Functional adequacy: The effect of Englsih Medium Instruction, English Proficiency and previous language learning experiences

Investigating the effects of pragmatic instruction: a comparison of L2 Spanish compliments and apologies during short term study-abroad

Changes in University Students’ Perceptions towards a Two-Week Summer English Immersion Program

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