Investigating the effects of pragmatic instruction: a comparison of L2 Spanish compliments and apologies during short term study-abroad

Autores/as

DOI:

https://doi.org/10.15448/1984-4301.2019.4.33989

Palabras clave:

Study abroad, speech acts, interlanguage pragmatics, pragmatic instruction.

Resumen

Study abroad has been proposed as a crucial aspect to acquire pragmatics in a second language, under the assumption that learners receive more access to authentic input than is available in the classroom. Recent trends indicate a rise in the frequency of short-term study abroad programs (less than 3 months, Allen, 2010), although research has shown that learners may need closer to 9 months to approximate native-like norms without instruction (FÉLIX-BRASDEFER, 2004). This raises the question of how much pragmatic development can be seen in short-term programs, and how to maximize this development. The current study analyzed the development of two expressive speech acts, compliments and apologies, in students who completed a five-week study abroad program in Mérida, Mexico. During the program, learners received instruction on compliments, but not apologies. Speech act data was collected via a 24-item oral discourse completion task administered at both the beginning and end of the program and was further analyzed in SPSS. Results indicate that only some learners developed their production of apologies, while almost all learners showed development in their production of compliments, operationalized by an increased repertoire of strategies available. These results suggest the need for pragmatic instruction during short-term study abroad, and question the utility of native-speaker norms to measure pragmatic development during short-term programs.

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Biografía del autor/a

Megan DiBartolomeo, Indiana University, Department of Spanish and Portuguese, Bloomington, IN

Megan DiBartolomeo is a PhD Candidate in Hispanic Linguistics at Indiana University. She earned her master’s degree in Hispanic Linguistics from Indiana University. Her research focuses on second language pragmatics, pedagogy, and individual differences in second language acquisition.

Vanessa Elias, Indiana University, Department of Spanish and Portuguese, Bloomington, IN

Vanessa Elias is a PhD Candidate in Hispanic Linguistics at Indiana University. She earned her master’s degree in Spanish Linguistics from Arizona State University. Her research focuses on Spanish heritage language, sociolinguistic variation, and
pragmatics.

Daniel Jung, Indiana University, Department of Spanish and Portuguese, Bloomington, IN

Daniel Jung is a PhD Candidate in Hispanic Linguistics at Indiana University. He earned his master’s degree in Hispanic Linguistics from Indiana University. His research focuses on individual differences in second language acquisition, particularly in the acquisition of morphosyntax and pragmatics.

Citas

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Publicado

2019-12-27

Cómo citar

DiBartolomeo, M., Elias, V., & Jung, D. (2019). Investigating the effects of pragmatic instruction: a comparison of L2 Spanish compliments and apologies during short term study-abroad. Letrônica, 12(4), e33989. https://doi.org/10.15448/1984-4301.2019.4.33989

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Vol. 12 Núm. 4 (2019): Pragmática da interlíngua e Pragmática Instrucional

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