Second Language Motivational Selves and Interactional Pragmatics in Study Abroad: A Qualitative Study

Abstract

The effects of individual differences factors on second language (L2) pragmatic competence are of interest to researchers because the development of L2 pragmatic competence is directly related to learners’ personal traits and their knowledge of contextual factors. In a study abroad (SA) setting, prior studies have found that despite the abundant learning affordances in an SA context, learners vary in their use of such opportunities, such as social contact, to increase L2 pragmatic competence. A key factor contributing to these varying outcomes is motivation. The most recent model of L2 motivation integrates regulatory focus theory, which combines learners’ L2 self-guides, emotional responses, such as anxiety and enjoyment, and their patterns of eager and vigilant L2 use, all of which are closely linked to L2 achievements. Adopting this integrated model of motivation, this study examined the connections between L2 motivational selves and pragmatic competence in interaction in a study abroad context. Participants were four U.S. learners of Chinese who studied and interned abroad in Fall 2021 and 2022. They completed a role-play task on pragmatics in interaction, a survey on learning background and social contact, a survey on L2 motivational selves, and a semi-structured interview on their study abroad experience. The results indicate that both L2 motivational selves and the quantity and quality of L2 social contact influence interactional pragmatics. We proposed three pedagogical implications related to individual difference factors (e.g., motivation and L2 exposure) to enhance L2 pragmatic learning in an SA context.