Production of formulaic expressions in L2 Chinese: A developmental investigation in a study abroad context

Abstract

This study investigated the development of L2 Chinese formulaic competence in a study abroad context. Participants were 31 American students studying Chinese in a university in China (intermediate-level). They completed a computerized speaking test consisting of 24 formulae-use situations twice during their semester-long study abroad in China. The learners produced a formulaic expression according to each situation, and their production was evaluated on appropriateness (rated on a four-point scale by native speakers) and planning time. In addition, a survey was administered to gather information about the learners' perceived frequency of encounter with formulae-use situations. The learners showed significant gains on appropriateness and fluency. Reported frequency of encounter with target formulae-use situations did not correlate with the gains in formulae production, except for the learners with lower pretest score. Qualitative analysis revealed four patterns of change: (1) change toward target formulae, (2) change toward target-like slot-and-frame patterns, (3) change toward non-target formulae; and (4) stabilized non-target formulae use.

Learning Pragmatic Routines during Study Abroad: A Focus on Proficiency and Type of Routine

“…As shown in table 2, gains in recognition of routines (5.73%) were slightly greater than those for production (5.27%), pointing to the particular advantage of the SA context in terms of recognition. These findings support previous research reporting that learners increase their knowledge of pragmatic routines while participating in SA programs (Barron 2003;Taguchi, Li and Xiao 2013).…”

“…While the above-mentioned studies are cross-sectional, measuring knowledge and performance of pragmatic routines while abroad, Barron (2003) and Taguchi, Li and Xiao (2013) addressed actual gains in pragmatic routines during SA, focusing on production. Barron (2003) examined the acquisition of discourse structure, pragmatic routines and internal modification by thirty-three Irish students of L2 German in a tenmonth SA program in Germany.…”

“…In the same vein, Taguchi, Li and Xiao (2013) analysed gains in production of L2 Chinese routines during a semester-long SA program in China. Following a pre-test/ post-test design, thirty-one American students took a speaking test with twenty-four situations that prompted the use of formulas.…”

Acculturation and acquisition of pragmatic routines in the study abroad context

“…Hoffman-Hicks' (1999) longitudinal study only a few investigations have traced the development of L2 learners' pragmatic competence longitudinally (Ren, 2015;Schauer, 2006, Woodfield, 2012see Xiao, 2015, for a review on longitudinal studies of pragmatic development), and even fewer studies have focused on pragmatic routines (Barron, 2003;Taguchi et al, 2013). These investigations report the benefits of SA for the acquisition of pragmatic routines.…”

“…conclusions have been reached in 3 areas: studies that have revealed a significant effect of length of stay on the acquisition of routines (Roever, 2005(Roever, , 2011Roever, Wang & Brophy, 2014), studies that have reported no significant effect of amount of time spent abroad on pragmatic acquisition (Bardovi-Harlig & Bastos, 2011;Kecskes, 2000), and studies that have observed some positive effect, although they have claimed that length of stay does not determine reaching full native-like pragmatic performance (Barron, 2003;Taguchi et al, 2013). In the three cases, intensity of interaction, understood as quantity and quality of interactions with L2 users, had a positive influence on the acquisition of pragmatic routines.…”