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Article published In: Applied Pragmatics
Vol. 4:1 (2022) ► pp.33–62

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Epistemic stance in L2 English discourse

The development of pragmatic strategies in study abroad

ORCiD logo with link | Notre Dame Seishin University
ORCiD logo with link | Akita International University
 | Akita International University
Published online: 9 February 2022
DOI logo with link
https://doi.org/10.1075/ap.20007.kiz
Abstract
This study investigates the development of pragmatic strategies in study abroad among a group of upper-intermediate to advanced second language (L2) learners studying in English as a lingua franca (ELF) context. For this purpose, their use of epistemic stance markers (EMs) was observed before, during, immediately after, and six months after their study abroad over a period of two years. An analysis of our qualitative results found significant inter-speaker variations in the use of EMs. This close analysis demonstrates that learners with lower-level speaking skills relied more on lexical verbs and adverbs when expressing their epistemic stance than those with higher-level speaking skills. This finding is in accordance with previous studies. Furthermore, our qualitative analysis of two learners demonstrates their pragmatic development through a more nuanced hedged assertion, as well as the non-linear and complex nature of their development. In addition, the pedagogical implications of this study are discussed from the ELF perspective.
Article outline
  • 1.Introduction
  • 2.L2 pragmatic development in ELF and SA
  • 3.Epistemic stance and learners’ use of EMs
  • 4.Method
    • 4.1Participants
    • 4.2Instrumentation
    • 4.3Data analysis
  • 5.Quantitative findings
    • 5.1Overall results
    • 5.2Modal auxiliaries
    • 5.3Lexical verbs
    • 5.4Adverbs
  • 6.Qualitative findings
    • 6.1Background
    • 6.2PRE
    • 6.3DUR
    • 6.4POST-1
    • 6.5POST-2
  • 7.Discussion
  • 8.Conclusion
  • Acknowledgements
  • Notes
  • References
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