This study examines quantitative (DCT data) and qualitative (recordings of natural conversations, retrospective interviews) to explore the use of Korean honorifics by four advanced male learners on a study abroad program at a university in Seoul. Although the DCT data reveal that all four learners possessed strong underlying pragmatic knowledge regarding when honorific forms (contaymal) and non-honorific forms (panmal) should normatively be used, their use of these forms in real world interactions frequently departed from native norms. To explain this gap between knowledge and usage, the paper explores questions of these speakers’ identities, drawing on a growing body of literature that sees identity as pivotal to explaining second language acquisition, particularly in the study abroad context.
2017. Gender Identity in a Second Language: The Use of First Person Pronouns by Male Learners of Japanese. Journal of Language, Identity & Education 16:2 ► pp. 94 ff.
Chen, Xi
2022. The pragmatic resistance of Chinese learners of Korean. Foreign Language Annals 55:4 ► pp. 1128 ff.
Childs, G. Tucker
2020. Language Documentation and Revitalization. In The Cambridge Introduction to Applied Linguistics, ► pp. 204 ff.
Susan Conrad, Alissa Hartig & Lynn Santelmann
2020. The Cambridge Introduction to Applied Linguistics,
Du, Hang
2015. American College Students Studying Abroad in China: Language, Identity, and Self‐Presentation. Foreign Language Annals 48:2 ► pp. 250 ff.
Du, Hang
2018. The Complexity of Study Abroad: Stories from Ethnic Minority American Students in China. Annual Review of Applied Linguistics 38 ► pp. 122 ff.
2018. “I think I sound stupid if I try to use those words”: The role of metapragmatic awareness in the study abroad language classroom. Foreign Language Annals 51:2 ► pp. 430 ff.
Isabelli-García, Christina, Jennifer Bown, John L. Plews & Dan P. Dewey
2018. Language learning and study abroad. Language Teaching 51:4 ► pp. 439 ff.
Ishihara, Noriko
2019. Understanding English Language Learners’ Pragmatic Resistance. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 1 ff.
Ishihara, Noriko
2019. Understanding English Language Learners’ Pragmatic Resistance. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 621 ff.
Kinginger, Celeste
2013. Identity and Language Learning in Study Abroad. Foreign Language Annals 46:3 ► pp. 339 ff.
Kinginger, Celeste
2016. Language Socialization in Study Abroad. In Language Socialization, ► pp. 1 ff.
Kinginger, Celeste
2016. Telecollaboration and student mobility for language learning. In New directions in telecollaborative research and practice: selected papers from the second conference on telecollaboration in higher education, ► pp. 19 ff.
Kinginger, Celeste
2017. Language Socialization in Study Abroad. In Language Socialization, ► pp. 227 ff.
Kinginger, Celeste
2017. Language Socialization in Study Abroad. In Language Socialization, ► pp. 1 ff.
2016. Pragmatic Socialization. In Language Socialization, ► pp. 1 ff.
Li, Duanduan
2017. Pragmatic Socialization. In Language Socialization, ► pp. 49 ff.
Li, Duanduan
2017. Pragmatic Socialization. In Language Socialization, ► pp. 1 ff.
Lu, Yuan & Chuanren Ke
2023. Bilingual heritage language learning in China: Applying the Douglas Fir Group's transdisciplinary framework. The Modern Language Journal 107:4 ► pp. 922 ff.
Mas‐Alcolea, Sònia & Helena Torres‐Purroy
2022. Discourses of foreign language development in study abroad: Social networks and other intervening factors. Foreign Language Annals 55:2 ► pp. 494 ff.
2020. After Study Abroad: The Maintenance of Multilingual Identity Among Anglophone Languages Graduates. The Modern Language Journal 104:2 ► pp. 327 ff.
2022. Study abroad, heritage language learning, and identity: a study of a mixed-heritage learner of Korean. Critical Inquiry in Language Studies 19:3 ► pp. 286 ff.
Prieto-Arranz, José Igor, Maria Juan-Garau & Francesca Mesquida-Mesquida
2023. “Open Your Mind, Sharpen Your Wits”: A Narrative Approach to the Benefits of Study Abroad as Perceived by Erasmus+ Students. Journal of Language, Identity & Education 22:3 ► pp. 216 ff.
2023. L2 Pragmatics Research and the Problem of L1 Norms. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
Wu, Qian
2018. Communicating emotions in L2 Chinese: Talk in the dorm during study abroad. Global Chinese 4:2 ► pp. 337 ff.
XIAO–DESAI, YANG
2021. Stance‐Taking in Heritage Language Writing. The Modern Language Journal 105:3 ► pp. 679 ff.
Yoon, Sue Y. & Lucien Brown
2017. A Multiliteracies Approach to Teaching Korean Multimodal (Im)politeness. The Korean Language in America 21:2 ► pp. 154 ff.
This list is based on CrossRef data as of 24 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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