1887
Volume 2, Issue 1
  • ISSN 2405-5522
  • E-ISSN: 2405-5530
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Abstract

Language learning in study abroad is usually analyzed for settings where the target language is the native language, thereby ignoring the growing number of lingua franca contexts in study abroad. To address this gap, this study examined the pragmatic perceptions of 19 English learners studying abroad, comparing students in native-language settings to their peers in lingua franca environments. During their semester abroad following pragmatic instruction, the learners composed essays which elicited their perceptions of the instruction’s usefulness, applicability, gains in pragmatic awareness, and (dis)advantages of including pragmatics in the curriculum. The results indicate that the native-language setting offers more opportunities to apply pragmalinguistic strategies taught in class, but the lingua franca environment provides more room for sociopragmatic awareness and negotiation. The lingua franca students valued the instruction more, and they highlighted the importance of pragmatic consciousness-raising to complement pragmalinguistic strategies. Implications for study abroad research and language teaching are derived.

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/content/journals/10.1075/sar.2.1.05gla
2017-06-29
2018-10-19
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