Technologies for Teaching and Learning Intercultural Competence and Interlanguage Pragmatics

Sykes, Julie M.

doi:10.1002/9781118914069.ch9

Cited by 31 publications

(26 citation statements)

References 47 publications

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“…Findings from the present study have revealed that a semester-long SA program enhances the recognition of pragmatic routines, and that the reported pragmatic gains are determined mainly by intensity of interaction and secondly by sociocultural adaptation. In doing so, the study bridges the gap between intercultural and pragmatic competences, addressing the current call to explore the interdependence of the two abilities as a result of the increased intercultural contact that comes with globalization (Sykes, 2017;Taguchi et al, 2016;Taguchi & Roever, 2017). More particularly, this study has showed that the acquisition of pragmatic and intercultural competences are interrelated processes that take place during interaction with different L2 users in recurrent situations of the SA context.…”

Section: Resultsmentioning

confidence: 99%

“…The relationship between intercultural and pragmatic competences has been acknowledged by different scholars who recognize that engaging in intercultural communication enhances the ability to use language appropriately to the context (e.g. Sykes, 2017;Taguchi & Roever, 2017). As Sykes (2017: 119) explains, "pragmatics is inherently the place where language and culture meet, and is encompassed in numerous approaches to operationalizing models of intercultural competence".…”

Section: L2 Pragmatic Development In Relation To Intercultural Competmentioning

confidence: 99%

“…Recent research (e.g. Taguchi, Xiao & Li, 2016;Sykes, 2017;Taguchi & Roever, 2017) points out that in order to account for pragmatic gains in the study abroad (SA) context, studies need to consider new trends that have gained importance in the present era of globalization, such as the interdependence of intercultural and pragmatic competences, areas that have traditionally belonged to different domains (Psychology and Linguistics respectively).…”

Section: Introductionmentioning

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: Resultsmentioning

confidence: 99%

Section: L2 Pragmatic Development In Relation To Intercultural Competmentioning

confidence: 99%

Section: Introductionmentioning

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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“…To address many of these key challenges, it is fundamental to successfully employ a model which determines success measured as a reflection of learners' multilingual abilities across a variety of contexts (Sykes 2016). Responsive to both the systemic and dynamic properties of language, the IPIC framework proposed here represents a new direction and presents an innovative method for determining success in multicultural interactions.…”

Section: Transdisciplinary Innovation In Language Abilitiesmentioning

confidence: 99%

Affordances of Digital Simulations to Measure Communicative Success

Sykes

Malone

Forrest

et al. 2020

Encyclopedia of Educational Innovation

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“…Drawing on previous work, both in terms of intercultural communicative competence as well as ILP development, the common dimensions of 54 theoretical models were brought together to emphasize the elements appearing across all models, and, as a result, deemed most critical for ILP competence (Sykes, 2016;Sykes, Malone, Forrest, & Sadgic, forthcoming). This synthesis of common dimensions across models suggested a framework with four interwoven components of knowledge, language analysis, awareness of emotions, and subjectivity.…”

Section: A Goal-oriented Comprehensive Approach To Strategizing About Pragmaticsmentioning

confidence: 99%

Strategies and interlanguage pragmatics: Explicit and comprehensive

Sykes¹,

Cohen

2018

SSLLT

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Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen’s (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, & Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation.

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Technologies for Teaching and Learning Intercultural Competence and Interlanguage Pragmatics

Cited by 31 publications

References 47 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

Affordances of Digital Simulations to Measure Communicative Success

Strategies and interlanguage pragmatics: Explicit and comprehensive

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