Cover not available

In:Methods in Study Abroad Research: Past, present, and future
Edited by Carmen Pérez-Vidal and Cristina Sanz
[Research Methods in Applied Linguistics 4] 2023
► pp. 265–289

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Chapter 11
Investigating pragmatic development in study abroad contexts

 | Universitat Jaume I
 | Universitat Jaume I
Published online: 3 February 2023
DOI logo with link
https://doi.org/10.1075/rmal.4.11nig
Abstract
A study abroad (SA) period is considered an optimum environment for developing pragmatic competence because of the unparalleled target-language access it provides. Within this context, pragmatic development has received extensive attention over the last two decades, during which we have seen an evolution in research orientations. Existing studies employ quantitative, qualitative, and mixed methods approaches, building on each other to paint a picture of SA pragmatic development as an inherently dynamic process contingent on interdependence between a range of cognitive, affective, behavioural, and contextual factors. This chapter will reflect on existing research in this area, focusing on the approach, contributions, and limitations of a range of studies, as well as highlighting research desiderata and recommending research directions for future studies.
Article outline
  • Introduction
  • Investigating pragmatic development in study abroad settings
    • Research approaches in SA pragmatics
    • Contributions to understanding SA pragmatic development
  • Limitations in existing SA pragmatics research
  • Principles and strategies for future SA pragmatics research
  • Conclusion
  • References
References (51)
References
Alcón-Soler, E. (2012). Teachability and bilingualism effects on third language learners’ pragmatic knowledge. Intercultural Pragmatics, 9(4), 511–541. Google Scholar logo with link to Google Scholar
(2015). Pragmatic learning and study abroad: Effects of instruction and length of stay. System, 48, 62–74. Google Scholar logo with link to Google Scholar
(2017). Pragmatic development during study abroad: An analysis of Spanish teenagers’ request strategies in English emails. Annual Review of Applied Linguistics, 37, 77–92. Google Scholar logo with link to Google Scholar
Alcón-Soler, E., & Safont, P. (2018). Editors’ introduction to mixed method approaches in investigating pragmatic learning. System, 75, 1–3. Google Scholar logo with link to Google Scholar
Aronin, L. (2019). Dominant language constellation as a method of research. In E. Vetter & U. Jessner (Eds.), International research on multilingualism: Breaking with the monolingual perspective (pp. 13–26). Springer. Google Scholar logo with link to Google Scholar
Aronin, L., & Ó Laoire, M. (2003). Exploring multilingualism in cultural contexts: Towards a notion of multilinguality. In C. Hoffmann & J. Ytsma (Eds.), Trilingualism in family, school, and community (pp. 11–29). Multilingual Matters. Google Scholar logo with link to Google Scholar
Bardovi-Harlig, K., & Bastos, M. T. (2011). Proficiency, length of stay, and intensity of interaction and the acquisition of conventional expressions in L2 pragmatics. Intercultural Pragmatics, 8(3), 347–384. Google Scholar logo with link to Google Scholar
Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 32(2), 233–259. Google Scholar logo with link to Google Scholar
Bardovi-Harlig, K., & Su, Y. (2021). The effect of learning environment on the selection of conventional expressions on an aural multiple-choice DCT. TESL-EJ, 25(1).Google Scholar logo with link to Google Scholar
Barron, A. (2019). Editorial: Pragmatic development and stay abroad. Journal of Pragmatics, 146, 43–53. Google Scholar logo with link to Google Scholar
(2020). 15. Developing pragmatic competence in a study abroad context. In K. Schneider & E. Ifantidou (Eds.), Developmental and clinical pragmatics (pp. 429–474). De Gruyter Mouton. Google Scholar logo with link to Google Scholar
Block, D. (2009). Second language identities. Bloomsbury Academic.Google Scholar logo with link to Google Scholar
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge University Press. Google Scholar logo with link to Google Scholar
Brown, L. (2013). Identity and honorifics use in Korean study abroad. In C. Kinginger (Ed.), Social and cultural aspects of language learning in study abroad (pp. 269–298). John Benjamins. Google Scholar logo with link to Google Scholar
Chen, T., & Chen, J. (2021). Effects of study-abroad experiences on Chinese students’ L2 learning activities and study-abroad motivations. Chinese Journal of Applied Linguistics, 44(1), 21–34. Google Scholar logo with link to Google Scholar
Comstock, L., & Kagan, O. E. (2020). The heritage language learner in study abroad programs: Challenges to achieving intercultural competence. Journal of Language, Identity & Education, 19(6), 428–442. Google Scholar logo with link to Google Scholar
Creswell, J. W., Plano Clark, V., Gutmann, M., & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddle (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209–240). Sage.Google Scholar logo with link to Google Scholar
Dabney, N. A. (2014). The influence of discourse particles on listeners’ perception of speakers in mandarin (Order No. 1568925). Available from Linguistics and Language Behavior Abstracts (LLBA); ProQuest One Academic. (1625976333).Google Scholar logo with link to Google Scholar
De Costa, P. I. (2014). Making ethical decisions in an ethnographic study. TESOL Quarterly, 48(2), 413–422. Google Scholar logo with link to Google Scholar
(2016). Ethics in applied linguistics research: Language researcher narratives. Routledge.Google Scholar logo with link to Google Scholar
Diao, W. (2016). Peer socialization into gendered L2 Mandarin practices in a study abroad context: Talk in the dorm. Applied Linguistics, 37(5), 599–620. Google Scholar logo with link to Google Scholar
Dörnyei, Z. (2014). Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching, 47(1), 80–91. Google Scholar logo with link to Google Scholar
Duff, P. A., & Talmy, S. (2011). Language socialization approaches to second language acquisition: Social, cultural, and linguistic development in additional languages. In D. Atkinson (Ed.). Alternative approaches to second language acquisition (pp. 95–116). Routledge.Google Scholar logo with link to Google Scholar
Freed, B. F., Dewey, D. P., Segalowitz, N., & Halter, R. (2004). The language contact profile. Studies in Second Language Acquisition, 26(2), 349–356. Google Scholar logo with link to Google Scholar
Fukui, H., & Yashima, T. (2021). Exploring evolving motivation to learn two languages simultaneously in a study-abroad context. The Modern Language Journal, 105(1), 267–293. Google Scholar logo with link to Google Scholar
Hassall, T. (2015). Individual variation in L2 study-abroad outcomes: A case study from Indonesian pragmatics. Multilingua, 34(1), 33–59. Google Scholar logo with link to Google Scholar
Hiver, P., & Al-Hoorie, A. H. (2020). Research methods for complexity theory in applied linguistics. Multilingual Matters. Google Scholar logo with link to Google Scholar
Iwasaki, N. (2011). Learning L2 Japanese “Politeness” and “Impoliteness”: Young American men’s dilemmas during study abroad. Japanese Language and Literature, 45(1), 67–106. [URL]
Kang, O., Kermad, A., & Taguchi, N. (2021). The interplay of proficiency and study abroad experience on the prosody of L2 speech acts. Journal of Second Language Pronunciation, 7(3), 343–369. Google Scholar logo with link to Google Scholar
Kinginger, C. (2008). Language learning in study abroad: Case studies of Americans in France. The Modern Language Journal, 92, i–131. Google Scholar logo with link to Google Scholar
Li, C., Li, W., & Ren, W. (2020). Tracking the trajectories of international students’ pragmatic choices in studying abroad in China: A social network perspective. Language, Culture and Curriculum, 34(4), 398–416. Google Scholar logo with link to Google Scholar
MacIntyre, P. D. (2012). The idiodynamic method: A closer look at the dynamics of communication traits. Communication Research Reports, 29(4), 361–367. Google Scholar logo with link to Google Scholar
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. Google Scholar logo with link to Google Scholar
Matsumura, S. (2003). Modelling the relationships among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics, 24(4), 465–491. Google Scholar logo with link to Google Scholar
Mitchell, R. (2021). Documenting L2 input and interaction during study abroad: Approaches, instruments and challenges. Second Language Research, 1–25. Google Scholar logo with link to Google Scholar
Ochs, E. (1999). Socialization. Journal of Linguistic Anthropology, 9(1/2), 230–233. [URL].
Pérez-Vidal, C., & Shively, R. L. (2019). L2 pragmatic development in study abroad settings. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 355–371). Routledge.Google Scholar logo with link to Google Scholar
Sanchez-Hernandez, A. (2018). A mixed-methods study of the impact of sociocultural adaptation on the development of pragmatic production. System, 75, 93–105. Google Scholar logo with link to Google Scholar
Sánchez-Hernández, A., & Alcón-Soler, E. (2019). Pragmatic gains in the study abroad context: Learners’ experiences and recognition of pragmatic routines. Journal of Pragmatics, 146, 54–71. Google Scholar logo with link to Google Scholar
Sanz, C. (2014). Contributions of study abroad research to our understanding of SLA processes and outcomes. In C. Pérez-Vidal (Ed.). Language acquisition in study abroad and formal instruction contexts (pp. 1–16). John Benjamins. Google Scholar logo with link to Google Scholar
Shively, R. L. (2013). Learning to be funny in Spanish during study abroad: L2 humor development. The Modern Language Journal, 97(4), 930–946. Google Scholar logo with link to Google Scholar
(2018). Naturalistic data in L2 pragmatics research: Challenges and opportunities. In A. Gudmestad & A. Edmonds (Eds), Critical reflections on data in second language acquisition (pp. 197–218). John Benjamins. Google Scholar logo with link to Google Scholar
(2021). Assessing L2 pragmatic competence. In J. C. Félix-Brasdefer & R. L. Shively (Eds.), New directions in second language pragmatics (pp. 131–141). De Gruyter Mouton. Google Scholar logo with link to Google Scholar
Shively, R. L., & Cohen, A. D. (2008). Development of Spanish requests and apologies during study abroad. Íkala, Revista de Lenguaje y Cultura, 13(20), 57–118.Google Scholar logo with link to Google Scholar
Sykes, J. (2021). Researching digital discourse in second language pragmatics. In J. C. Félix-Brasdefer & R. L. Shively (Eds.), New directions in second language pragmatics (pp. 197–207). De Gruyter Mouton. Google Scholar logo with link to Google Scholar
Taguchi, N. (2018a). Description and explanation of pragmatic development: Quantitative, qualitative, and mixed methods research. System, 75, 23–32. Google Scholar logo with link to Google Scholar
(2018b). Contexts and pragmatics learning: Problems and opportunities of the study abroad research. Language Teaching, 51(1), 124–137. Google Scholar logo with link to Google Scholar
Taguchi, N., & Li, S. (2017). Replication research in contextual and individual influences in pragmatic competence: Taguchi, Xiao & Li (2016) and Bardovi-Harlig & Bastos (2011). Language Teaching, 52(1), 128–140. Google Scholar logo with link to Google Scholar
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(4), 775–796. Google Scholar logo with link to Google Scholar
Wamsley, J. C. (2019). Gendered usage of sentence-final particles in Mandarin Chinese. IULC Working Papers, 19(1).Google Scholar logo with link to Google Scholar
Xiao, F. (2015). Proficiency, learning context and pragmatic development in L2 Chinese study abroad (Unpublished doctoral dissertation). Carnegie Mellon University.
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue