Workshop 25 26 January 2018 University of the Balearic Islands Palma de Mallorca Participants An exploration of life experiences during study abroad A case study of bilingual students and their process of intercultural adaptation ID: 780566
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Slide1
Round Table
Pragmatics, phonetics and foreign accent and their foreseeable development during study abroad
Workshop 25 -26 January 2018University of the Balearic Islands, Palma de Mallorca
Slide2ParticipantsAn exploration of life experiences during study abroad: A case study of bilingual students and their process of intercultural adaptationIryna Pogorelova and Mireia Trenchs, Universitat Pompeu FabraThe second time around: The effect of formal instruction upon return from study abroad.Angelica Carlet, Universitat Internacional de CatalunyaAssessing learners’ changes in foreign accent during study abroad.
Pilar Avello, Universitat Pompeu FabraAcculturation and second language pragmatic acquisition in the study abroad context.Ariadna Sánchez-Hernández, Leuphana University LüneburgDiscussantAna Moreno Bruna, Universiteit Gent
Slide3Acculturation and second language pragmatic acquisition in the study abroad
context
Ariadna Sánchez-Hernández
SAREP Workshop 25 -26
January
2018
University of the Balearic Islands,
Palma de Mallorca
Slide4Intercultural competence = knowledge, skills, attitudes and personality traitsPragmatic competence = language use appropriately to the context, the situation and the interlocutorsIntroduction
Slide5Intercultural competence = knowledge, skills, attitudes and personality traitsPragmatic competence = language use appropriately to the context, the situation and the interlocutorsRationale for this study:Pragmatics research seldom refers to frameworks of intercultural competence Need to focus on the process Introduction
Taguchi (2015), Taguchi, Xiao & Li (2016)
Slide6L2 PRAGMATIC FEATURESSpeech actsImplied meaningPragmatic routines Discourse abilitiesIronyTerms of addressSA FACTORSCONTEXTUAL: Intensity of interaction Length of stayInstruction
INDIVIDUAL DIFFERENCES:Proficiency SocializationIdentityBarron (2003), Xiao (2015), Taguchi & Roever (2017)Pragmatic development in SA
Slide7Acculturation = Main predictor of SLA Sociocultural & Psychological adaptation
Acculturation Model (Schumann, 1978)Social dominanceIntegration (assimilation, preservation, adaptation) EnclosureGroup cohesiveness & sizeCultural congruence Attitude Intended length of stay Language shockCulture shock MotivationEgo permeability
Slide8Acculturation = Main predictor of SLA Acculturation and pragmaticsSchmidt (1983)Dörnyei,
Durow & Zahran (2004)Sociocultural & Psychological adaptationAcculturation Model (Schumann, 1978)Social dominanceIntegration (assimilation, preservation, adaptation) EnclosureGroup cohesiveness & sizeCultural congruence Attitude Intended length of stay Language shockCulture shock
MotivationEgo permeability
Slide9ACCULTURATION – L2 PRAGMATIC DEVELOPMENTResearch questions:Does a semester of SA afford gains in pragmatic competence, in terms of speech act production?To what extent, if any, is students’ acculturation related to gains in pragmatic competence?The present study
Slide1012 international ss at US Midwest univeristy5 Brazilian, 4 Turkish, 3 SpanishMethod
Slide1112 international ss at US Midwest univeristy5 Brazilian, 4 Turkish, 3 SpanishMixed-method case studyDCT: requests and refusalsSociocutural Adaptation Scale (SCAS, Ward & Kennedy, 1999)Semi-structured interviews: Schumann (1978)Longitudinal, pre- & post-test (fall 2014)Method
Slide12Method - The DCT
Slide13Method - The DCTAppropriateness rating scale (Taguchi, 2011: 459)
Slide14Method – The SCAS (Ward & Kennedy, 1999)
Slide15RQ1: pragmatic development
Slide16RQ1: pragmatic developmentL-I situation: Request for a pen to classmateT1: I was wondering if you have a pen I could maybe borrow (3 - fair)T2: Do you have a pen I could borrow? Please? (5 - excellent)✔
Z = 2.41; p = .016
Slide17RQ1: pragmatic developmentH-I sit.: Request for deadline extension to professorT1: Sorry, could I have an extension of the deadline for the Biology paper? (3)T2: Excuse me, can I have an extension of the deadline for the paper? (3)✖
Slide18QUANTITATIVE RESULTSImprovement sociocultural adaptation (Z = 1.778; p = .075)RQ2: Acculturation and pragmatics
Slide19QUANTITATIVE RESULTSImprovement sociocultural adaptation (Z = 1.778; p = .075)Relationship between sociocultural adaptation and pragmatic development (r = 0.604, p = 0.038)low-imposition sit. (r = 0.424; p = .169)high-imposition sit. (r = 0.527; p = .079)RQ2: Acculturation and pragmatics
Slide20RQ2: Acculturation and pragmaticsSOCIOCULTURAL VARIABLESIntegration strategy Cohesiveness and size of L1 groupCultural similarityAttitude towards TL culturePSYCHOLOGICAL VARIABLESLanguage shock
Culture shockEgo permeability Motivation QUALITATIVE RESULTS (Schumann, 1978):
Slide21RQ2: Acculturation and pragmaticsSOCIOCULTURAL VARIABLESIntegration strategy Cohesiveness and size of L1 groupCultural similarityAttitude towards TL culturePSYCHOLOGICAL VARIABLESLanguage shock
Culture shockEgo permeability Motivation + Social support from L1 peersQUALITATIVE RESULTS (Schumann, 1978): + Academic pressure
Slide22Mark, non-gainer (post-interview) – language shock “Sometimes I can speak very fastly, very fluently… some times, I can’t speak anything. Yeah, I cannot make any sentences. I don’t know why some times I can speak well and sometimes I can speak very badly. I wonder it, it’s very interesting. Some times I feel very bad myself. I can’t understand why.”
Slide23William, gainer (post-interview) – social support from L1 peers “Yes, with Brazilian friends sometimes we talk in English. In some cases we can learn with each other. For instance if I say why am I saying this wrong? he correct me, I correct them.”
Slide24David, gainer (post-interview) – cohesiveness and size of L1 group “The problem is that the university has isolated us. Where we live I call it ‘the Brazilian paradise.´ It’s basically a hotel where Brazilians live; it’s impossible to convince them all to speak in English.[…] Since our government pays for accommodation we cannot escape the Brazilian paradise.”
Slide25Sean, gainer (post-interview) – culture shock & attitude“Not only the dog, the culture… there are a lot of differences inside the culture: the religion, the history. Religion, we are Muslims, is very different. And history, if we see American history, our history is much longer in the past. […] American people I think are very individual. They go to their room and maybe they watch their series and maybe do their homework, but I don’t know.”
Slide26Confirm the advantage of SA for pragmatic developmentConclusions
Slide27Confirm the advantage of SA for pragmatic developmentAdd to the existing picture the importance of acculturation Conclusions
Slide28Confirm the advantage of SA for L2 pragmatic developmentAdd to the existing picture the importance of acculturation Corroborate Schumann’s (1978) modelConclusions
Slide29Confirm the advantage of SA for pragmatic developmentAdd to the existing picture the importance of acculturation Corroborate Schumann’s (1978) modelImportance of academic pressure and social support from L1 peers Conclusions
Slide30Confirm the advantage of SA for pragmatic developmentAdd to the existing picture the importance of acculturation Corroborate Schumann’s (1978) modelImportance of academic pressure and social support from L1 peers Implications for researchers, instructors, SA program coordinators
Conclusions
Slide31THANK YOUAriadna Sánchez Hernándezariadna.sanchez@uji.es