The interaction between duration of study abroad, diversity of loci of learning and sociopragmatic variation patterns: A comparative study

Devlin, Anne Marie

doi:10.1016/j.pragma.2018.08.007

Cited by 9 publications

(3 citation statements)

References 31 publications

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“…A number of studies have focused on learners' length of stay and amount of contact or interaction with the target community (e.g., Alcón-Soler 2015;Bella 2011;Hernández 2010;Ren 2019;Taguchi 2008), while others have investigated the role of learners' linguistic and affective differences such as their language proficiency, motivation level, and age in their pragmatic gain in study-abroad contexts (e.g., Alcón-Soler and Sánchez Hernández 2017;Liu et al 2022;Sánchez-Hernández 2018;Sánchez-Hernández and Alcón-Soler 2019b). They have also investigated how these variables affect the acquisition of pragmalinguistic and sociopragmatic competencies (e.g., Bardovi-Harlig and Su 2018;Devlin 2019;Malmir and Derakhshan 2020), the comprehension and production of speech acts (Cornillie et al 2012;Jernigan 2012;Russell and Vásquez 2018;Yang and Wu 2022), pragmatic routines (e.g., Alcón-Soler and Sánchez Hernández 2017; Bardovi-Harlig and Su 2018; Yang 2016), and politeness markers or other pragmatic markers (e.g., Economidou-Kogetsidis 2016; Magliacane and Howard 2019;Ren 2022).…”

Section: Learner Variables In Pragmatic Acquisitionmentioning

confidence: 99%

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 Variables In Pragmatic Acquisitionmentioning

confidence: 99%

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

Tajeddin,

Khanlarzadeh

2024

Languages

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“…On the other hand, further evidence of effective outcomes of SA experience has been also displayed from pragmatic or sociolinguistic perspectives (e.g., Taguchi, 2008;Shively, 2011;Taguchi, 2011;Alcón-Soler, 2015;Sánchez-Hernández & Alcón-Soler, 2019;Devlin, 2018;Ren, 2019). For example, Sánchez-Hernández and Alcón-Soler (2019) examined the enhancement of pragmatic competence of the sojourn of a group of Brazilian students during their first semester of study in a US university.…”

Section: Literature Reviewmentioning

confidence: 99%

Language Proficiency Development and Study Abroad Experience: A Study On EFL Learners

Kaya¹

2021

GIST

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Study abroad experience (SA) has been regarded as one of the best ways to enhance English language proficiency because it offers opportunities for learners to experience the use of English in real instances. The present study attempted to explore the language development of a group of EFL learners participating in Erasmus program for SA experience where English is not used as L1. To achieve this, the data were collected through three instruments; Language Contact Profile (LCP), Then and Now Survey, and semi-structured interviews. Fifty-nine students answered LCP and Then and Now self-assessment and eight students were interviewed. The quantitative result revealed that students experienced greater gains in their oral skills. On the other hand, qualitative results confirm the greater gains in speaking skills with respect to other skills. Moreover, the results highlighted the significance of the learning context and the quality and quantity of interaction for language development.

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“…Consequently, research has also focused on measuring the effect of different variables affecting the language and intercultural learning process abroad. Authors have investigated variables such as type and duration of stay (Llanes & Muñoz, 2009;Devlin, 2018), individual variables such as attitudes towards the L2 and host community (Isabelli-García, 2006) and social interactions with the host community (e.g. Dewey et al, 2013;.…”

Section: Introductionmentioning

confidence: 99%

Intercultural guidance abroad

Bruna

Goethals

2020

SAR

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Contemporary research on language and intercultural learning during study abroad programs has led scholars to challenge the immersion assumption and to argue the need for interventions that would deepen and extend the learning potential of this experience (Jackson, 2018). In an attempt to underscore this point, this paper reports on an experimental study which explores the impact of a pedagogical intervention where two groups of Flemish students (n = 34) are tracked during their Erasmus stay in Spain. One group of students (n = 14) is enrolled in the intervention and encouraged to engage in linguistically and culturally challenging encounters while the other group is not (n = 20). Both language use and social network formation are examined through an extended version of the SASIQ questionnaire (Dewey et al., 2013), completed following their experience abroad. Although it is not straightforward to grasp the influence of such curricular initiatives on learner interaction and language contact abroad, results from the study are consistent with previous findings on the importance of fostering social interactions for L2 development. Furthermore, a number of social network variables also point out how L2 self-perceived progress can be fostered abroad.

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The interaction between duration of study abroad, diversity of loci of learning and sociopragmatic variation patterns: A comparative study

Cited by 9 publications

References 31 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 Proficiency Development and Study Abroad Experience: A Study On EFL Learners

Intercultural guidance abroad

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