3. Learning to Say ‘You’ in German: The Acquisition of Sociolinguistic Competence in a Study Abroad Context

Barron, Anne

doi:10.21832/9781853598531-007

Cited by 60 publications

(70 citation statements)

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“…They underused downtoners and overused the politeness marker. Similar variations were observed in Barron's (2006) other study which investigated the use of address forms in six situations over a 10-month period. In situations involving relatives and friends, learners displayed target-like use of Sie and du (both meaning 'you') and the target-like switching between the two forms.…”

Section: The Situation-dependent Explanation For Developmental Variatsupporting

confidence: 84%

“…The superior situation items are more difficult for learners to complete because the sociopragmatic norms involved in these situations are relatively complex and the consequences of using inappropriate address terms are more severe, as opposed to those in situations with equal-or lowerstatus individuals. This situation-dependent explanation can also account for the developmental variations found in Barron's (2000Barron's ( , 2006 studies. Barron (2000) examined learners' development in the use of the politeness marker, bitte 'please' and the downtoners (e.g., etwas 'a little') in request-making strategies.…”

Section: The Situation-dependent Explanation For Developmental Variatmentioning

confidence: 74%

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Variations in developmental patterns across pragmatic features

2016

SSLLT

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Drawing on the findings of longitudinal studies in uninstructed contexts over the last two decades, this synthesis explores variations in developmental patterns across second language (L2) pragmatic features. Two synthesis questions were addressed: (a) What are the variations in developmental patterns across pragmatic features?, and (b) What are the potential explanations for the variations? In response to the first question, previous studies showed that L2 pragmatic development is a non-linear, dynamic process, with developmental paces varying across pragmatic features (Ortactepe, 2013;Taguchi, 2010Taguchi, , 2011Taguchi, , 2012. These studies revealed that some aspects of pragmatic features (e.g., semantic strategies of speech acts) develop faster than others (e.g., lexical features such as mitigators). In response to the second question, three potential explanations were identified to account for the developmental variations: (a) language-related, (b) situation-dependent, and (c) learner-related explanations, with three subcategories for the language-related explanation: (a) the functions of pragmatic features, (b) the frequency of availability of target features, and (c) the similarity and difference between languages with respect to the target feature.

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Section: The Situation-dependent Explanation For Developmental Variatsupporting

confidence: 84%

Section: The Situation-dependent Explanation For Developmental Variatmentioning

confidence: 74%

Variations in developmental patterns across pragmatic features

2016

SSLLT

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“…However, an increase in downgrader combinations and in the variety of downgraders employed was established. Also, Barron (2003), an earlier study which I conducted on the use of requests, o¤ers and refusals of o¤ers by Irish English learners of German on a study abroad program in Germany, revealed changes in learners' use of modifi-cation and choice of modifiers over time. 4 Specifically, increases were recorded in the use of lexical and phrasal downgraders with learner requests and refusals of o¤ers.…”

Section: Study Abroad and Its E¤ect On Learners' Use Of Internal Modimentioning

confidence: 93%

“…Data are elicited using a production questionnaire termed the free discourse competition task (FDCT), specifically designed to investigate o¤er-refusal sequences (cf. Barron 2003). Base-line data elicited from thirty-four German native speakers (NS) and 27 Irish native speakers of English, also elicited with the FDCT, are also analyzed.…”

mentioning

confidence: 99%

“Ah no honestly we're okay:” Learning to upgrade in a study abroad context

Barron¹

2007

Intercultural Pragmatics

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“…Research has examined gains in oral fluency (Segalowitz & Freed, 2004), lexical and grammar development (Guntermann, 1995;Isabelli, 2004), the acquisition of phonology (Simoes, 1996;Diaz, 2004), reading competence (Brecht, Davidson, & Ginsberg, 1995;Lapkin, Hart, & Swain, 1995), listening comprehension skills (Allen, 2002;Brecht, Davidson, & Ginsberg, 1995;Kinginger, 2008), sociolinguistic skills (Barron, 2006;Hassall, 2006), strategy use (Lafford, 2004;Gao, 2006), and student perspectives on language learning (Isabelli, 2006;Tarp, 2006).…”

Section: Literature Review Of Intercultural Learning Outcomesmentioning

confidence: 99%

Impact of Intercultural Learning Program on Language Learners’ Intercultural Competence

Dan¹,

Cai²

2015

SUET

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As institutions of higher education continue to internationalize, the number of exchanged students climbs ever higher in China. It is important to know what they have gained in the intercultural learning experiences in terms of attitudes, awareness, and knowledge, which are the three constructed dimensions of Intercultural Competence in this study. A qualitative research is conducted by using interview and seven English language learners are investigated to explore their learning outcomes in the intercultural learning program. From the thematic analysis of the interviews, it can be found that these English language learners' intercultural competence has been improved during their stay in USA. They successfully overcome cultural shock, hold positive attitudes toward target culture and people, become more confident in English study, and acquire more cultural knowledge. The research outcomes contribute to promoting intercultural learning effectiveness and improving learners' intercultural competence.

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3. Learning to Say ‘You’ in German: The Acquisition of Sociolinguistic Competence in a Study Abroad Context

Cited by 60 publications

References 0 publications

Variations in developmental patterns across pragmatic features

Variations in developmental patterns across pragmatic features

“Ah no honestly we're okay:” Learning to upgrade in a study abroad context

Impact of Intercultural Learning Program on Language Learners’ Intercultural Competence

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