1887
Volume 7, Issue 1
  • ISSN 2405-5522
  • E-ISSN: 2405-5530
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This special issue illustrates current research on the development of second language (L2) pragmatic competence in study abroad (SA) contexts. In doing so, it accounts for the complexity entailed in learning the linguistic and sociocultural norms of interaction with people of diverse backgrounds while facing the multiple challenges involved in adapting to a new and unknown setting. This introduction to the special issue presents key topics and previous findings that frame such processes of L2 pragmatic development. These include (1) a description of as a context for L2 pragmatic development, (2) pragmatic targets that students learn during SA, (3) internal and external factors that are likely to play a role in the learning process, and (4) the role of instruction in helping students maximize their stays abroad in terms of pragmatic learning. Finally, an overview of the articles included in this special issue is provided, highlighting how they contribute to the key themes illustrated throughout this introductory section.

Loading

Article metrics loading...

/content/journals/10.1075/sar.21035.san
2022-04-19
2022-05-21
Loading full text...

Full text loading...

References

  1. Alcón-Soler, E.
    (2015) Pragmatic learning and study abroad: Effects of instruction and length of stay. System, 48, 62–74. 10.1016/j.system.2014.09.005
    https://doi.org/10.1016/j.system.2014.09.005 [Google Scholar]
  2. Alcón-Soler, E., & Sánchez-Hernández, A.
    (2017) Learning pragmatic routines during study abroad: A focus on proficiency and type of routine. Atlantis, 39, 191–210. 10.28914/Atlantis‑2017‑39.2.10
    https://doi.org/10.28914/Atlantis-2017-39.2.10 [Google Scholar]
  3. Bardovi-Harlig, K., & Bastos, M.
    (2011) Proficiency, length of stay, and intensity of interaction, and the acquisition of conventional expressions in L2 pragmatics. Intercultural Pragmatics, 8, 347–384. 10.1515/iprg.2011.017
    https://doi.org/10.1515/iprg.2011.017 [Google Scholar]
  4. Bardovi-Harlig, K., & Dörnyei, Z.
    (1998) Do language learners recognize pragmatic violations? Pragmatic vs. grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 233–259. 10.2307/3587583
    https://doi.org/10.2307/3587583 [Google Scholar]
  5. Barron, A.
    (2003) Acquisition in interlanguage pragmatics. John Benjamins. 10.1075/pbns.108
    https://doi.org/10.1075/pbns.108 [Google Scholar]
  6. (2019) Pragmatic development and stay abroad. Journal of Pragmatics, 146, 43–53. 10.1016/j.pragma.2019.05.003
    https://doi.org/10.1016/j.pragma.2019.05.003 [Google Scholar]
  7. Bella, S.
    (2011) Mitigation and politeness in Greek invitation refusals: Effects of length of residence in the target community and intensity of interaction on non-native speakers’ performance. Journal of Pragmatics, 43, 1718–1740. 10.1016/j.pragma.2010.11.005
    https://doi.org/10.1016/j.pragma.2010.11.005 [Google Scholar]
  8. Bouton, L. F.
    (1999) Developing nonnative speaker skills in interpreting conversational implicatures in English: Explicit teaching can ease the process. InE. Hinkel (Ed.), Culture in second language teaching and learning (pp.47–70). Cambridge University Press.
    [Google Scholar]
  9. Cohen, A. D., & Shively, R. L.
    (2007) Acquisition of requests and apologies in Spanish and French: Impact of study abroad and strategy-building intervention. The Modern Language Journal, 91, 189–212. 10.1111/j.1540‑4781.2007.00540.x
    https://doi.org/10.1111/j.1540-4781.2007.00540.x [Google Scholar]
  10. Cook, H.
    (2008) Socializing identities through speech style: Learners of Japanese as a foreign language. Multilingual Matters. 10.21832/9781847691026
    https://doi.org/10.21832/9781847691026 [Google Scholar]
  11. Czerwionka, L., & Cuza, A.
    (2017) A pragmatic analysis of L2 Spanish requests: Acquisition in three situational contexts during short-term study abroad. Intercultural Pragmatics, 14, 391–419. 10.1515/ip‑2017‑0016
    https://doi.org/10.1515/ip-2017-0016 [Google Scholar]
  12. Davis, J. M.
    (2007) Resistance to L2 pragmatics in the Australian ESL context. Language Learning, 57, 611–649. 10.1111/j.1467‑9922.2007.00430.x
    https://doi.org/10.1111/j.1467-9922.2007.00430.x [Google Scholar]
  13. Devlin, A. M.
    (2018) Becoming me in the L2: Sociopragmatic development as an index of emerging core identity in a study abroad context. InA. Sánchez-Hernández & A. Herraiz-Martínez (Eds.), Learning second language pragmatics beyond traditional contexts (pp.255–285). Peter Lang.
    [Google Scholar]
  14. (2019) The interaction between duration of study abroad, diversity of loci of learning and sociopragmatic variation patterns: A comparative study. Journal of Pragmatics, 146, 121–136. 10.1016/j.pragma.2018.08.007
    https://doi.org/10.1016/j.pragma.2018.08.007 [Google Scholar]
  15. Diao, W., & Maa, J.
    (2019) Language socialization and L2 pragmatics. InTaguchi, N. (Ed.), Routledge handbook of second language acquisition and pragmatics (pp.128–144). Routledge. 10.4324/9781351164085‑9
    https://doi.org/10.4324/9781351164085-9 [Google Scholar]
  16. Dings, A.
    (2014) Interactional competence and the development of alignment activity. The Modern Language Journal, 98, 742–756. 10.1111/modl.12120
    https://doi.org/10.1111/modl.12120 [Google Scholar]
  17. DuFon, M. A.
    (1999) The acquisition of linguistic politeness in Indonesian by sojourners in naturalistic interactions (Unpublished doctoral dissertation). University of Hawai’i at Monoa.
  18. Eslami, Z., & Ahn, S. J.
    (2014) Motivation, amount of interaction, length of residence, and ESL learners’ pragmatic competence. Applied Research on English Language, 3, 9–28.
    [Google Scholar]
  19. European Commission
    European Commission (2018) Report from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions: Mid-term evaluation of the Erasmus+ programme (2014–2020).
    [Google Scholar]
  20. Félix-Brasdefer, J. C.
    (2004) Interlanguage refusals: Linguistic politeness and length of residence in the target community. Language Learning, 54, 587–653. 10.1111/j.1467‑9922.2004.00281.x
    https://doi.org/10.1111/j.1467-9922.2004.00281.x [Google Scholar]
  21. (2013) Refusing in L2 Spanish: The effects of the context of learning during a shortterm study abroad program. InO. Martí-Arnández & P. Salazar-Campillo (Eds.), Refusals in instructed contexts and beyond (pp.147–173). Rodopi.
    [Google Scholar]
  22. Félix-Brasdefer, J. C., & Hasler-Barker, M.
    (2015) Complimenting in Spanish in a short-term study abroad context. System, 48, 1–11. 10.1016/j.system.2014.09.006
    https://doi.org/10.1016/j.system.2014.09.006 [Google Scholar]
  23. Fraser, B.
    (2010) Pragmatic competence: The case of hedging. InG. Kaltenböck, W. Mihatsch, & S. Schneider (Eds.), New approaches to hedging (pp.15–34). Emerald.
    [Google Scholar]
  24. Halenko, N., & Jones, C.
    (2011) Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective?System, 39, 240–250. 10.1016/j.system.2011.05.003
    https://doi.org/10.1016/j.system.2011.05.003 [Google Scholar]
  25. Halenko, N., Jones, C., Davies, L., & Davies, J.
    (2019) Surveying pragmatic performance during a study abroad stay: A cross-sectional look at the language of spoken requests. Intercultural Communication Education, 2, 71–87. 10.29140/ice.v2n2.162
    https://doi.org/10.29140/ice.v2n2.162 [Google Scholar]
  26. Hassall, T.
    (2013) Pragmatic development during short-term study abroad: The case of address terms in Indonesian. Journal of Pragmatics, 55, 1–17. 10.1016/j.pragma.2013.05.003
    https://doi.org/10.1016/j.pragma.2013.05.003 [Google Scholar]
  27. (2015) Influence of fellow L2 learners on pragmatic development during study abroad. Intercultural Pragmatics, 12, 415–442. 10.1515/ip‑2015‑0022
    https://doi.org/10.1515/ip-2015-0022 [Google Scholar]
  28. Henery, A.
    (2015) On the development of metapragmatic awareness abroad: Two case studies exploring the role of expert-mediation. Language Awareness, 24, 316–331. 10.1080/09658416.2015.1113982
    https://doi.org/10.1080/09658416.2015.1113982 [Google Scholar]
  29. Hernández, T., & Boero, P.
    (2018) Explicit instruction for request strategy development during short-term study abroad. Journal of Spanish Language Teaching, 51, 35–49. 10.1080/23247797.2018.1459278
    https://doi.org/10.1080/23247797.2018.1459278 [Google Scholar]
  30. Iino, M.
    (2006) Norms of interaction in a Japanese homestay setting: Toward a two-way flow of linguistic and cultural resources. InM. A. DuFon & E. Churchill (Eds.), Language learners in study abroad contexts (pp.151–173). Multilingual Matters. 10.21832/9781853598531‑010
    https://doi.org/10.21832/9781853598531-010 [Google Scholar]
  31. International Education Exchange
    International Education Exchange (2020) Open Doors 2020: Report on international educational exchange. International Education Exchange.
    [Google Scholar]
  32. Ishihara, N.
    (2010) Maintaining an optimal distance: Nonnative speakers’ pragmatic choice. InA. Mahboob (Ed.), The NNEST lens: Nonnative English speakers in TESOL (Vol.1, pp.35–53). Cambridge Scholars.
    [Google Scholar]
  33. Kasper, G., & Schmidt, R.
    (1996) Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18, 149–169. 10.1017/S0272263100014868
    https://doi.org/10.1017/S0272263100014868 [Google Scholar]
  34. Kinginger, C., & Farrell, K.
    (2004) Assessing development of meta-pragmatic awareness in study abroad. Frontiers: Interdisciplinary Journal of Study Abroad, 10, 19–42. 10.36366/frontiers.v10i1.131
    https://doi.org/10.36366/frontiers.v10i1.131 [Google Scholar]
  35. Leech, G.
    (1983) Principles of pragmatics. Longman.
    [Google Scholar]
  36. Li, S.
    (2014) The effects of different levels of linguistic proficiency on the development of L2 Chinese request production during study abroad. System, 45, 103–116. 10.1016/j.system.2014.05.001
    https://doi.org/10.1016/j.system.2014.05.001 [Google Scholar]
  37. Magliacane, A., & Howard, M.
    (2019) The role of learner status in the acquisition of pragmatic markers during study abroad: The use of ‘like’ in L2 English. Journal of Pragmatics, 146, 72–86. 10.1016/j.pragma.2019.01.026
    https://doi.org/10.1016/j.pragma.2019.01.026 [Google Scholar]
  38. Masuda, K.
    (2011) Acquiring interactional competence in a study abroad context: Japanese language learners’ use of the interactional particle ne. The Modern Language Journal, 95, 519–540. 10.1111/j.1540‑4781.2011.01256.x
    https://doi.org/10.1111/j.1540-4781.2011.01256.x [Google Scholar]
  39. Matsumura, S.
    (2003) Modelling the relationships among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics, 24, 465–491. 10.1093/applin/24.4.465
    https://doi.org/10.1093/applin/24.4.465 [Google Scholar]
  40. Mir, M.
    (2020) Teaching and learning about Spanish L2 compliments in short-term study abroad. Study Abroad Research in Second Language Acquisition and International Education, 5, 230–257. 10.1075/sar.18004.mir
    https://doi.org/10.1075/sar.18004.mir [Google Scholar]
  41. Morris, K.
    (2017) Learning by doing: The affordances of task-based pragmatics instruction for beginning L2 Spanish learners studying abroad (Unpublished doctoral dissertation). University of California, Davis.
  42. Niezgoda, K., & Roever, C.
    (2001) Pragmatic and grammatical awareness: A function of learning environment?InK. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp.63–79). Cambridge University Press. 10.1017/CBO9781139524797.008
    https://doi.org/10.1017/CBO9781139524797.008 [Google Scholar]
  43. Osuka, N.
    (2014) Development of pragmatic routines by Japanese learners in a study abroad context. InI. Kecskes & S. Assimakopoulos (Eds.), Current issues in intercultural pragmatics (pp.275–296). John Benjamins. 10.1075/pbns.274.13osu
    https://doi.org/10.1075/pbns.274.13osu [Google Scholar]
  44. Pérez-Vidal, C., & Shively, R.
    (2019) L2 pragmatic development in study abroad settings. InN. Taguchi (Ed.), Routledge handbook of second language acquisition and pragmatics (pp.355–371). Routledge.
    [Google Scholar]
  45. Ren, W.
    (2013) The effect of study abroad on the pragmatic development of the internal modification of refusals. Pragmatics, 23, 715–741. 10.1075/prag.23.4.06ren
    https://doi.org/10.1075/prag.23.4.06ren [Google Scholar]
  46. (2015) L2 pragmatic development in study abroad contexts. Peter Lang. 10.3726/978‑3‑0351‑0734‑0
    https://doi.org/10.3726/978-3-0351-0734-0 [Google Scholar]
  47. (2019) Pragmatic development of Chinese during study abroad: A cross-sectional study of learner requests. Journal of Pragmatics, 146, 137–149. 10.1016/j.pragma.2019.01.017
    https://doi.org/10.1016/j.pragma.2019.01.017 [Google Scholar]
  48. Roever, C.
    (2005) Testing ESL Pragmatics: Development and validation of a web-based assessment battery. Peter Lang. 10.3726/978‑3‑653‑04780‑6
    https://doi.org/10.3726/978-3-653-04780-6 [Google Scholar]
  49. Roever, C., Wang, S., & Brophy, S.
    (2014) Learner background factors and learning of second language pragmatics. International Review of Applied Linguistics in Language Teaching, 52, 377–401. 10.1515/iral‑2014‑0016
    https://doi.org/10.1515/iral-2014-0016 [Google Scholar]
  50. Safont-Jordà, M. P., & Alcón-Soler, E.
    (2018) Mixed method approaches in investigating pragmatic learning (Special issue). System, 75.
    [Google Scholar]
  51. Sagdic, A.
    (2021) Comprehending implied meaning: The combined effects of L2 proficiency, length of residence, and interaction. Applied Pragmatics, 3, 136–162. 10.1075/ap.19008.sag
    https://doi.org/10.1075/ap.19008.sag [Google Scholar]
  52. Sánchez-Hernández, A.
    (2018a) Acculturation and pragmatic learning: International students in the US. InC. Pérez-Vidal, S. López-Serrano, J. Ament, & D. Thomas-Wilhelm (Eds.), Learning effects: study abroad, formal instruction and international immerssion classrooms (pp.283–309). Language Science Press.
    [Google Scholar]
  53. (2018b) A mixed methods study of the impact of sociocultural adaptation on the development of pragmatic production. System, 75, 93–105. 10.1016/j.system.2018.03.008
    https://doi.org/10.1016/j.system.2018.03.008 [Google Scholar]
  54. Sánchez-Hernández, A., & Alcón-Soler, E.
    (2019a) Pragmatic gains in the study abroad context: Learners’ experiences and recognition of pragmatic routines. Journal of Pragmatics, 146, 54–71. 10.1016/j.pragma.2018.08.006
    https://doi.org/10.1016/j.pragma.2018.08.006 [Google Scholar]
  55. (2019b) The role of individual differences on recognition and production of pragmatic routines. InP. Salazar, & V. Codina (Eds.), Investigating the learning of pragmatics across ages and contexts (pp.141–164). Brill.
    [Google Scholar]
  56. Schauer, G. A.
    (2006) Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning, 56, 269–318. 10.1111/j.0023‑8333.2006.00348.x
    https://doi.org/10.1111/j.0023-8333.2006.00348.x [Google Scholar]
  57. (2009) Interlanguage pragmatic development: The study abroad context. Continuum.
    [Google Scholar]
  58. Sell, F., Renkwitz, K., Sickinger, P., & Schneider, K. P.
    (2019) Measuring pragmatic competence on the functional and lexical level: The development of German high-school students’ requests during a stay abroad in Canada. Journal of Pragmatics, 146, 106–120. 10.1016/j.pragma.2018.11.005
    https://doi.org/10.1016/j.pragma.2018.11.005 [Google Scholar]
  59. Shively, R. L.
    (2010) From the virtual world to the real world: A model of pragmatics instruction for study abroad. Foreign Language Annals, 43, 105–137. 10.1111/j.1944‑9720.2010.01063.x
    https://doi.org/10.1111/j.1944-9720.2010.01063.x [Google Scholar]
  60. (2011) L2 pragmatic development in study abroad: A longitudinal study of Spanish service encounters. Journal of Pragmatics, 43, 1818–1835. 10.1016/j.pragma.2010.10.030
    https://doi.org/10.1016/j.pragma.2010.10.030 [Google Scholar]
  61. (2013) Learning to be funny in Spanish during study abroad: L2 humor development. The Modern Language Journal, 97, 930–946. 10.1111/j.1540‑4781.2013.12043.x
    https://doi.org/10.1111/j.1540-4781.2013.12043.x [Google Scholar]
  62. (2015) Developing interactional competence during study abroad: Listener responses in L2 Spanish. System, 48, 86–98. 10.1016/j.system.2014.09.007
    https://doi.org/10.1016/j.system.2014.09.007 [Google Scholar]
  63. Siegal, M.
    (1996) The role of learner subjectivity in second language sociolinguistic competency: Western women learning Japanese. Applied Linguistics, 17, 356–382. 10.1093/applin/17.3.356
    https://doi.org/10.1093/applin/17.3.356 [Google Scholar]
  64. Taguchi, N.
    (2008) Cognition, language contact, and the development of pragmatic comprehension in a study-abroad context. Language Learning, 58, 33–71. 10.1111/j.1467‑9922.2007.00434.x
    https://doi.org/10.1111/j.1467-9922.2007.00434.x [Google Scholar]
  65. (2011a) The effect of L2 proficiency and study-abroad experience in pragmatic comprehension. Language Learning, 61, 904–939. 10.1111/j.1467‑9922.2011.00633.x
    https://doi.org/10.1111/j.1467-9922.2011.00633.x [Google Scholar]
  66. (2011b) Do proficiency and study-abroad experience affect speech act production? Analysis of appropriateness, accuracy, and fluency. International Review of Applied Linguistics, 49, 265–293. 10.1515/iral.2011.015
    https://doi.org/10.1515/iral.2011.015 [Google Scholar]
  67. (2012) Context, individual differences, and pragmatic competence. Multilingual Matters. 10.21832/9781847696106
    https://doi.org/10.21832/9781847696106 [Google Scholar]
  68. (2013) Production of routines in L2 English: Effect of proficiency and study-abroad experience. System, 41, 109–121. 10.1016/j.system.2013.01.003
    https://doi.org/10.1016/j.system.2013.01.003 [Google Scholar]
  69. (2014a) Cross-cultural adaptability and development of speech act production in study abroad. International Journal of Applied Linguistics, 2, 1–23.
    [Google Scholar]
  70. (2014b) Personality and development of second language pragmatic competence. Asian EFL Journal, 16, 203–221.
    [Google Scholar]
  71. (2015a) “Contextually” speaking: A survey of pragmatic learning abroad, in class, and online. System, 48, 3–20. 10.1016/j.system.2014.09.001
    https://doi.org/10.1016/j.system.2014.09.001 [Google Scholar]
  72. (2015b) Developing interactional competence in a Japanese study abroad context. Multilingual Matters. 10.21832/9781783093731
    https://doi.org/10.21832/9781783093731 [Google Scholar]
  73. (2018) Contexts and pragmatics learning: Problems and opportunities of the study abroad research. Language Teaching, 51, 124–137. 10.1017/S0261444815000440
    https://doi.org/10.1017/S0261444815000440 [Google Scholar]
  74. (2019) Second language acquisition and pragmatics: An overview. InN. Taguchi (Ed.), Routledge handbook of second language acquisition and pragmatics (pp.1–13). Routledge.
    [Google Scholar]
  75. Taguchi, N., Xiao, F., & Li, S.
    (2016) Effects of intercultural competence and social contact on speech act production in a Chinese study abroad context. The Modern Language Journal, 100, 775–796. 10.1111/modl.12349
    https://doi.org/10.1111/modl.12349 [Google Scholar]
  76. Vilar-Beltrán, E.
    (2014) Length of stay abroad: Effects of time on the speech act of requesting. International Journal of English Studies, 14, 79–96. 10.6018/ijes/14/1/155211
    https://doi.org/10.6018/ijes/14/1/155211 [Google Scholar]
  77. Winke, P., & Teng, C.
    (2010) Using task-based pragmatics tutorials while studying abroad in China. Intercultural Pragmatics, 7, 363–399. 10.1515/iprg.2010.016
    https://doi.org/10.1515/iprg.2010.016 [Google Scholar]
  78. Xiong, W.
    (2015) The pragmatic competence of Chinese L2 learners of different L1s. Researching and Teaching Chinese as a Foreign Language, 1, 51–74. 10.1558/rtcfl.v1i1.26874
    https://doi.org/10.1558/rtcfl.v1i1.26874 [Google Scholar]
  79. Yang, H., & Ren, W.
    (2019) Pragmatic awareness and second language learning motivation. Pragmatics and cognition, 26, 447–473. 10.1075/pc.19022.yan
    https://doi.org/10.1075/pc.19022.yan [Google Scholar]
  80. Yang, L., & Ke, C.
    (2021) Proficiency and pragmatic production in L2 Chinese study abroad. System, 98. 10.1016/j.system.2021.102475
    https://doi.org/10.1016/j.system.2021.102475 [Google Scholar]
  81. Young, R. F.
    (2019) Interactional competence and L2 pragmatics. InN. Taguchi (Ed.), Routledge handbook of second language acquisition and pragmatics (pp.93–110). Routledge. 10.4324/9781351164085‑7
    https://doi.org/10.4324/9781351164085-7 [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/sar.21035.san
Loading
  • Article Type: Introduction
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error