A mixed-methods study of the impact of sociocultural adaptation on the development of pragmatic production

Hernández, Ariadna Sánchez

doi:10.1016/j.system.2018.03.008

Cited by 25 publications

(10 citation statements)

References 27 publications

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“…The small number of previous studies addressing the association between sociocultural adaptation and pragmatic development has revealed mixed findings. This study is in line with previous investigations reporting a significant influence (Schmidt, 1983;Dörnyei et al, 2004;Sánchez-Hernández, 2018a; forthcoming 2018b), while it is inconsistent with works that have observed a non-significant (Shively & Cohen, 2008) or partial influence (Taguchi, 2014). Moreover, the study adds to the existent picture the finding that sociocultural adaptation and subsequent L2 pragmatic awareness are enhanced not only by contact with NSs but also by support from co-nationals.…”

Section: Discussionsupporting

confidence: 76%

“…Matsumura, 2008;Bardovi-Harlig & Bastos, 2011;Taguchi et al, 2013). Nevertheless, very few ILP studies have focused on the variable of intercultural competence (exceptions include Taguchi, 2015;Sánchez-Hernández, 2018a), and even less have explored L2 pragmatic development in relation to both intensity of interaction and intercultural competence (with the exception of Shively & Cohen, 2008;Taguchi et al, 2016).…”

Section: L2 Pragmatic Development In Relation To Intercultural Competmentioning

confidence: 99%

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Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines

Hernández

Soler

2019

Journal of Pragmatics

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Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines The present study investigates second language (L2) learners' pragmatic development during study abroad (SA) programs by focusing on the recognition of pragmatic routines, and how sociocultural adaptation and intensity of interaction influence pragmatic gains. It is a longitudinal investigation that employed a mixed-method approach. Thirty-one Brazilian students in their first semester of study in a US university completed a pretest and posttest version of a sociocultural adaptation questionnaire, a language contact survey, and a routine recognition test. Quantitative data were complemented with qualitative information from semi-structured interviews with 2 of the participants, who provided details about the nature of their adaptation experiences and the patterns of interaction they held during the sojourn. Findings revealed that the recognition of pragmatic routines significantly increased during a semester abroad, and that this development was influenced by both sociocultural adaptation and intensity of interaction, interaction being the main predictor of pragmatic gains. Results from this study emphasize the importance of SA programs for the acquisition of pragmatic routines, and suggest that learners' willingness to acculturate in the SA environment, and exposure to recurrent situations outside of the classroom are determinant aspects for routine recognition. Keywords: L2 pragmatic development; interlanguage pragmatics; pragmatic routines; sociocultural adaptation; intensity of interaction; pragmatic awareness 2. Theoretical background 2.1 Pragmatic development in the study abroad context In the recent years, the field of Interlanguage Pragmatics (ILP) has seen a proliferation of longitudinal studies addressing the development of pragmatic competence over a period of time studying abroad (see Xiao, 2015a, for a review of longitudinal ILP studies). As different scholars have argued (e.g. Taguchi, 2015), developmental studies are particularly necessary in the ILP field. Given the non-linear and variable nature of L2 pragmatic development, the analysis of the processes rather than the outcomes of SA provides a more comprehensive understanding of the SA experience. Nowadays, there is substantial evidence of the benefits of participation in SA programs for the development of L2 pragmatic ability (Barron, 2003;

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Section: Discussionsupporting

confidence: 76%

Section: L2 Pragmatic Development In Relation To Intercultural Competmentioning

confidence: 99%

Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines

Hernández

Soler

2019

Journal of Pragmatics

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“…For instance studies conducted by Kim and Taguchi (2016) and Taguchi and Kim (2014) showed that tasks could be set for students to perform PDR-high or PDR-low speech acts by optimizing interaction between learner and learner under teacher's guidance in order to learn both sociopragmatic and pragmalinguistic features (Kim & Taguchi, 2016;Taguchi & Kim, 2014). Some findings of the studies show that explicit or implicit teaching of pragmatic aspects may help learners to socialize or familiarize themselves to the aspects by the help of their teachers and their peers (Alsuhaibani, 2020;Lantz-Andersson, 2017;Sánchez-Hernández, 2018;Sydorenko, Daurio, & L. Thorne, 2017;Taguchi, 2020).…”

Section: Introductionmentioning

confidence: 99%

The role of pragmatic socialization in building learners’ pragmatic competence from English teachers’ perspectives

2021

pegegog

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This article provides empirical evidence regarding Indonesian EFL teachers' perceptions about pragmatic competence and the role of pragmatic socialization to develop learners' pragmatic competence. Considerable viewpoints were obtained by analyzing the data collected from 104 Indonesian EFL teachers using questionnaires and focus group interviews. While still maintaining the conventional way of teaching English, these teachers admitted the importance of socializing English pragmatics to their students. They indicated that EFL learners needed to learn the socio-cultural norms of the target language in order to communicate appropriately. Teachers viewed politeness essential for learners to understand that failure to meet the required action might break interpersonal relationships. Therefore, they agreed that language classrooms should utilize interactive strategic tasks that involved learner-learner and teacher-learner interactions to foster the presence of pragmatic socialization in the classrooms. Even though most teachers were unsure about how they would put their ideas in practice, it was evident that teachers perceived both explicit and implicit language socialization processes promising and worth implementing. Future research may investigate how teachers socialize English pragmatics to EFL learners in real classroom settings.

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“…Finally, an interpretation will be conducted between qualitative and quantitative data. 49 …”

Section: Methods and Analysismentioning

confidence: 99%

“…Finally, an interpretation will be conducted between qualitative and quantitative data. 49 Patient and public involvement Children with cancer, legal guardians and their healthcare professionals have been involved in the development of the PicPecc tool. 34 Healthcare professionals have been involved in the development of the hybrid design, in order to optimise the feasibility of the study.…”

Section: Process Evaluationmentioning

confidence: 99%

Evaluating pictorial support in person-centred care for children (PicPecc): a protocol for a crossover design study

et al. 2021

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IntroductionThis study protocol outlines the evaluation of the pictorial support in person-centred care for children (PicPecc). PicPecc is a digital tool used by children aged 5–17 years to self-report symptoms of acute lymphoblastic leukaemia, who undergo high-dose methotrexate treatments. The design of the digital platform follows the principles of universal design using pictorial support to provide accessibility for all children regardless of communication or language challenges and thus facilitating international comparison.Methods and analysisBoth effect and process evaluations will be conducted. A crossover design will be used to measure the effect/outcome, and a mixed-methods design will be used to measure the process/implementation. The primary outcome in the effect evaluation will be self-reported distress. Secondary outcomes will be stress levels monitored via neuropeptides, neurosteroids and peripheral steroids indicated in plasma blood samples; frequency of in-app estimation of high levels of distress by the children; children's use of analgesic medicine and person centeredness evaluated via the questionnaire Visual CARE Measure. For the process evaluation, qualitative interviews will be carried out with children with cancer, their legal guardians and case-related healthcare professionals. These interviews will address experiences with PicPecc in terms of feasibility and frequency of use from the child’s perspective and value to the caseworker. Interview transcripts will be analysed using an interpretive description methodology.Ethics and disseminationEthical approval was obtained from the Swedish Ethical Review Authority (reference 2019-02392; 2020-02601; 2020-06226). Children, legal guardians, healthcare professionals, policymaking and research stakeholders will be involved in all stages of the research process according to Medical Research Council’s guidelines. Research findings will be presented at international cancer and paediatric conferences and published in scientific journals.Trial registrationClinicalTrials.gov; NCT04433650.

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A mixed-methods study of the impact of sociocultural adaptation on the development of pragmatic production

Cited by 25 publications

References 27 publications

Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines

Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines

The role of pragmatic socialization in building learners’ pragmatic competence from English teachers’ perspectives

Evaluating pictorial support in person-centred care for children (PicPecc): a protocol for a crossover design study

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