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Learning Pragmatic Routines during Study Abroad: A Focus on Proficiency and Type of Routine
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Learning Pragmatic Routines during Study Abroad: A Focus on Proficiency and Type of Routine
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Journal Article
Learning Pragmatic Routines during Study Abroad: A Focus on Proficiency and Type of Routine
2017
Overview
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. El presente estudio examina el aprendizaje de la competencia pragmática durante las estancias lingüísticas en el extranjero. En particular, se centra en el reconocimiento y en la producción de rutinas pragmáticas, considerando si el nivel de inglés de los estudiantes y el tipo de rutina influyen en la adquisición de las mismas. Ciento veintidós estudiantes internacionales en su primer semestre de estudios en universidades de Estados Unidos completaron un pretest y un post-test de una escala de conocimientos de vocabulario—vocabulary knowledge scale (VKS)—y una prueba de elicitación del discurso—discourse completion task (DCT). Las rutinas pragmáticas presentadas para reconocimiento se clasificaron según su dependencia de contextos específicos, mientras que las de producción según su prototipicalidad. Los resultados del estudio confirman que el conocimiento de rutinas aumenta durante un semestre en el extranjero, y en especial la habilidad de reconocerlas. Aunque el nivel de inglés no afecta en este aumento, el tipo de rutina ejerce una influencia significativa. En concreto, se observaron mayores ganancias en el reconocimiento de rutinas situacionales y en la producción de rutinas muy prototípicas. Estos resultados corroboran la importancia de las estancias lingüísticas para la adquisición de rutinas pragmáticas, y sugieren que la exposición a las mismas en contextos significativos es determinante para el desarrollo de la competencia pragmática.
Publisher
The Spanish Association of Anglo-American Studies (AEDEAN)
