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

Eva Alcón Soler; Ariadna Sánchez Hernández

doi:10.28914/Atlantis-2017-39.2.10

Authors

Eva Alcón Soler Universitat Jaume I
Ariadna Sánchez Hernández Leuphana Universität, Lüneburg

DOI:

https://doi.org/10.28914/Atlantis-2017-39.2.10

Abstract

The present study explores pragmatic learning during study abroad (SA) programs, focusing on gains in learner recognition and production of pragmatic routines, and considers whether proficiency and type of routine play a role in this. One hundred and twenty-two international students in their first semester of study at US universities completed a pre-test and a post-test version of a vocabulary knowledge scale (VKS) and a written discourse-completion task (DCT). Pragmatic routines elicited for recognition were categorised according to how bound they are to specific situations, while production routines were operationalised in terms of prototypicality. The results revealed that knowledge of pragmatic routines increased during a semester abroad, particularly in terms of recognition. While this increase was unrelated to proficiency, type of routine did play a significant role. Students showed greater gains in recognition of situational routines and in production of those that are highly-prototypical. The findings of the study underline the importance of SA programs for the acquisition of pragmatic routines, and suggest that exposure to routines in relevant contexts enhances pragmatic development.

Keywords: interlanguage pragmatics; study abroad; pragmatic routines; L2 pragmatic competence; recognition; production

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Author Biographies

Eva Alcón Soler, Universitat Jaume I

Eva Alcón Soler is Full Professor of English Language and Linguistics at the University Jaume I, and leader of the “LAELA. Lingüística Aplicada a l’Ensenyament de la Llengua Anglesa” research group [“Applied Linguistics to English Language Teaching”]. Her research interests include the acquisition of L2 pragmatics, the role of interaction in L2 learning and multilingualism. She has published widely on these issues, both at an international—Communication and Cognition, International Review of Applied Linguistics—and at a national level—Atlantis, Revista Española de Lingüística Aplicada, Revista Española de Pedagogía, among others.

Ariadna Sánchez Hernández, Leuphana Universität, Lüneburg

Ariadna Sánchez Hernández is a postdoctoral researcher and lecturer in English Linguistics at Leuphana University of Lüneburg (Germany). She is also a member of LAELA research group. Her research interests include interlanguage pragmatics, second language acquisition, intercultural competence, the study abroad context, and psychological and sociocultural adaptation by study abroad learners.

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