Study Abroad and Interlanguage Pragmatic Development in Request and Apology Speech Acts among Iranian Learners

Khorshidi, Hassan Rasouli

doi:10.5539/elt.v6n5p62

Cited by 7 publications

(3 citation statements)

References 28 publications

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“…On the other hand, no effects were reported for learners' genders, and all three studies that targeted this variable did not report its correlation with L2 pragmatic development (Liao 2009;Rasouli Khorshidi 2013;Shively and Cohen 2008). Unlike gender, the positive effects of individuals' language background, for instance, the effect of their first language or any additional acquired languages, were found positive in all three studies that explored it (e.g., Liu 2017;Pozzi et al 2021).…”

Section: Learner Variablesmentioning

confidence: 96%

The Role of Learner Variables in Pragmatic Development during Study Abroad: A Systematic Review

Tajeddin,

Khanlarzadeh

2024

Languages

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As one of the productive approaches to L2 pragmatic development, study abroad (SA) has drawn the attention of numerous researchers during the past few decades. Different factors, specifically those related to L2 learners, implicate the impact of SA on pragmatic development. The present systematic review aims to identify the roles of individual differences, including personal as well as social and cognitive variables, on the pragmatic development of L2 learners who were involved in SA programs. To this end, 39 studies from peer-reviewed journals and books published from 2000 to 2022 were scrutinized. The results revealed that a substantial amount of research has been conducted on the intersection of L2 pragmatic competence and SA. However, more studies are required to investigate the impact of learner variables on different aspects of L2 pragmatics in the SA context. The results also indicated the extent to which learner variables were analyzed in these studies and how each variable impacted the effectiveness of SA programs. In addition to the effects of learner variables, the methodological features of the studies, including the context of the studies, designs of the studies, data sources, and characteristics of the involved participants, were explored and reported. The findings contribute to the fields of L2 pragmatic acquisition and study abroad by highlighting the gaps in the literature and identifying key learner variables that can have drastic influences on learners’ outcomes.

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Section: Learner Variablesmentioning

confidence: 96%

The Role of Learner Variables in Pragmatic Development during Study Abroad: A Systematic Review

Tajeddin,

Khanlarzadeh

2024

Languages

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“…Research in the field of sociolinguistic competence during SA tends to focus on pragmatics—the study of those aspects of language that cannot be considered in isolation from its use, language in its situational context, including the knowledge and beliefs of the speaker and the relationship and interaction between speaker and listener. It is generally known SA has a significant impact on the acquisition of sociolinguistic competence (Rasouli Khorshidi 2013; Ren 2013; Félix-Brasdefer & Hasler-Barker 2015). Within SA, research has been generally carried out in interlanguage pragmatics (ILP) with intercultural pragmatics and cross-cultural pragmatics receiving less focus.…”

Section: Linguistic Constructs and Gains: Documenting Learning Outcomesmentioning

confidence: 99%

Language learning and study abroad

et al. 2018

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The aim of this review is to synthesize empirical studies on undergraduate language learners' experience abroad during a time period of a year or less. To help provide a framework to this synthesis, we begin our review by tracing the recent evolution of empirical mixed-method research on the learner, identifying problems and characteristics that language learners generally encounter in the study abroad (SA) experience. We take a closer look at variables related to individual difference such as anxiety, motivation, and attitudes to more recent views of learner identity in language learning. We highlight the shift to language learner agency, a topic that merits more discussion in SA literature. We then review how the SA learning environments are treated. This review takes a closer look at research informed by socially grounded theories. Finally, we review the role that SA plays in undergraduate language curricula, where the objectives of the experience are aligned with at-home (AH) curricula, a topic that has not been fully discussed in SA literature. The conclusions offer suggestions for keeping pace with the broader field of applied/educational linguistics.

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“…(2) Many scholars have researched the positive effects of SA on cultural competence and intercultural awareness (Engle and Engle, 2004;Medina-Lopez-Portillo, 2004;Berg, 2009;Jackson, 2009;Beaven & Spencer-Oatey, 2016), including sociolinguistic competence (Khorshidi, 2013;Ren, 2013;Felix-Brasderfer & Hasler-Barker, 2014), pragmatic competence (Shardakova, 2005;Diao, 2011), and sociocultural competence (Regan et al, 2009).…”

Section: Overview Of Research On the Study Abroad Contextmentioning

confidence: 99%

An Empirical Study on Individual Differences of Chinese Students at Hungarian Universities: English Learning Motivation, Strategies and Autonomy in a StudyAbroad Context

Guo¹

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Individual differences are widely regarded as significant variables in the success of foreign language acquisition, especially language learning motivation, strategies, and autonomy. Additionally, the study abroad context is also understood as an important factor for the promotion of language learning success. However, individual differences studies in a study abroad context, where English is not used as target language but as lingua franca or medium of instruction, have been very rare, particularly in terms of Chinese participants.The aim of this dissertation was to investigate the characteristics of Chinese students in Hungary regarding their individual differences in learning English, specifically in term of their strategy use, motivation types, autonomous learning behaviors, and language contact; the correlations of ID variables with genders, degree levels, lengths of study abroad, majors, and proficiency; as well as cause-effect relationships between IDs with English learning efforts and perceived English proficiency; along with dynamic changes of motivation and strategy use before and after coming to study abroad in Hungary. Quantitative and qualitative methods were respectively utilized to answer different research questions. 160 Chinese participants at Hungarian universities were investigated by using a questionnaire survey and 12 participants were interviewed. By means of different statistical analyses along with content analysis, the main findings revealed that: (1) Chinese students in Hungary showed very strong motivation, especially in information medium, displayed more frequent use of direct learning strategies, exhibited high levels of autonomous learning behaviors, as well as higher access to media contact. (2) Some differences were found between different genders, lengths of study abroad, academic majors, degree levels in terms of different scales of the ID variables. (3) Significant correlations existed not only amongst ID variables, but also between ID factors with efforts as well as proficiency; in particular, the strongest correlations existed between efforts with information medium and social responsibility. (4) Information medium and autonomous learning behaviors in academic settings turned out to be the significant contributors to predict English learning efforts; however, autonomous learning behaviors and language contact function as significant contributors influencing English proficiency. (5) There were indeed fluctuations in English learning motivation, changes in English learning strategies, and variation in English learning autonomy because of the change of learning contexts from home to study abroad.

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Study Abroad and Interlanguage Pragmatic Development in Request and Apology Speech Acts among Iranian Learners

Cited by 7 publications

References 28 publications

The Role of Learner Variables in Pragmatic Development during Study Abroad: A Systematic Review

The Role of Learner Variables in Pragmatic Development during Study Abroad: A Systematic Review

Language learning and study abroad

An Empirical Study on Individual Differences of Chinese Students at Hungarian Universities: English Learning Motivation, Strategies and Autonomy in a StudyAbroad Context

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