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|Full Title:||Student Mobility and Pragmatic Competence|
|Location:||Belfast, United Kingdom|
|Start Date:||16-Jul-2017 - 21-Jul-2017|
|Meeting Email:||click here to access email|
|Meeting Description:||15th International Pragmatics Conference: Panel on Student mobility and pragmatic competence
Steady increases in student mobility in recent years (cf., e.g. European Commission 2015) mean that language learners are increasingly experiencing language learning that “remains instructed, despite incorporating elements of naturalistic L2 acquisition” (Coleman 1997:4 on study abroad). In line with these developments, there has been a growing interest in L2 pragmatic development during study abroad (cf., e.g., monographs by Barron 2003, Schauer 2009, Devlin 2014, Ren 2015 and overview articles by Barron forthcoming and Taguchi 2015). By contrast, L2 pragmatic development during student workplace sojourns abroad represents a research desideratum.
Increased input and output opportunities in the context of student mobility offer students the opportunity to develop their pragmalinguistic and sociopragmatic competencies. Hence, it is maybe not surprising that previous research shows a link between study abroad and second language (L2) pragmatic acquisition, with developments recorded on a number of pragmatic features and levels, such as in the use of conventional expressions, pronouns of address, speech act strategies and modification, and on the level of interactional competence (e.g. listener responses, sequences) (e.g., Bardovi-Harlig & Bastos, 2011, Barron 2003, 2006, 2007, Schauer 2009, Shively 2015, Taguchi 2011, cf. also Taguchi 2015 for an overview). On the other hand, however, this same scholarship also shows the limitations of L2 pragmatic acquisition in the stay abroad context, highlighting struggles with a lack of saliency of input and with the related difficulties of negative pragmatic transfer and overgeneralisation. In addition, a range of factors, such as interactional opportunities and proficiency differences have also been shown to influence pragmatic development (cf., e.g. Bardovi-Harlig & Bastos 2011).
The present panel is designed to further explore changes in L2 pragmatic competence during a sojourn in the target community. We envisage papers focusing on the development of L2 pragmatics during student mobility (including both study abroad and work placement settings) for a range of first languages, and target languages, as well as for a variety of pragmatic features. Papers focusing on the following are particularly welcome:
- Effects of the following on the development of L2 pragmatic competence during student mobility:
- Length of stay, context of stay (e.g. lingua franca setting vs. target language setting; study abroad vs. work placement), nature of and intensity of interaction during stay
- Proficiency levels
- Individual differences (e.g. age, gender, aptitude, motivation, attitudes, beliefs)
- Identity, L1 and L2 pragmatic competence during student mobility
- Pragmatic instruction prior to and during student mobility
- Methodological issues and innovations in pragmatic research on student mobility
|Linguistic Subfield:||Language Acquisition; Pragmatics|
| This is a session of the following meeting:
15th International Pragmatics Conference
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