Social contact and speech act strategies in a Chinese study abroad context
This study examined the relationship between reported amounts of social contact and speech act strategies among 70 learners of Chinese enrolled in a study abroad program in Beijing. The participants completed a computer-delivered spoken discourse completion task (spoken DCT) eliciting three speech acts: requests, refusals, and compliment responses. Speech act strategies were compared between two groups of learners who reported different amounts of social contact (high and low social contact) as assessed via a self-report survey. Results showed that both high and low social contact groups favored using similar strategies to achieve the three speech acts. However, the high social contact group produced speech acts in a more sophisticated way: with a wider variety of request strategies, multiple refusal strategies used in combination and more deflecting strategies in compliment responses, compared with the low social contact group. The findings suggest that social contact helped learners expand their pragmalinguistic repertoire and employ more varied speech act strategies.
Article outline
- 1.Introduction
- 2.Background
- 2.1Study abroad, language contact, and pragmatic competence
- 2.2Requests, refusals, and compliment responses in L2 Chinese
- 3.Research question
- 4.Methods
- 4.1Participants
- 4.2Data collection instruments
- 4.2.1Spoken discourse completion task
- 4.2.2Social contact survey
- 4.3Data collection procedures
- 4.4Data analysis procedures
- 5.Results
- 5.1Production of request strategies: High SC vs. low SC groups
- 5.2Production of refusal strategies: High SC vs. low SC groups
- 5.3Production of compliment response strategies: High SC vs. low SC groups
- 6.Discussion
- 7.Limitations and future directions
-
References
References (44)
References
Bardovi-Harlig, K., & Bastos, M-T. (2011). Proficiency, length of stay, and intensity of interaction and acquisition of conventional expressions in L2 pragmatics. Intercultural Pragmatics, 8(3), 347–384. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Barron, A. (2019). Pragmatic development in stay abroad. Journal of Pragmatics, 1461, 43–53. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Chen, R., & Yang, D. (2010). Responding to compliments in Chinese: Has it changed? Journal of Pragmatics, 42(7), 1951–1963. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
DeKeyser, R. M. (2015). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 94–112). London, UK: Routledge.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Devlin, A. M. (2018). Becoming me in the L2: Sociopragmatic development as an index of emerging core identity in a Study Abroad context. In A. Sánchez-Hernández & A. Herraiz-Martínez (Eds.), Learning second language pragmatics beyond traditional contexts (pp. 255–285). Frankfurt: Peter Lang.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Diao, W. (2016). Peer socialization into gendered Mandarin practices in a study abroad context: Talk in the dorm. Applied Linguistics, 371, 599–620. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Du, H. (2006). The acquisition of the Chinese Ba-construction. Munich: Lincom Europa.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Félix-Brasdefer, J. C., & Hasler-Barker, M. (2015). Complimenting in Spanish in a short-term study abroad context. System 481, 1–11. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Freed, B., Dewey, D., & Segalowitz, N. (2004). The language contact profile. Studies in Second Language Acquisition, 261, 349–356. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gao, X. (2017). Development of pragmatic competence: Compliment responses by L2 learners of Chinese. In I. Kecskes & C. Sun (Eds.), Key issues in Chinese as a second language research (pp. 237–266). New York, NY: Routledge. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gautier, R. & Chevrot, J.-P. (2015). Social networks and acquisition of sociolinguistic variation in a study abroad context: A preliminary study. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad. EUROSLA Monographs 4 (pp. 169–184). Amsterdam: European Second Language Acquisition.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hassall, T. (2015). Individual variation in L2 study-abroad outcomes: A case study from Indonesian pragmatics. Multilingua, 34(1), 33–59. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hong, W. (2011). Refusals in Chinese: How do L1 and L2 differ? Foreign Language Annals, 44(1), 122–136. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Isabelli-García, C. (2006). Social networks, motivation, and attitudes: Implications for SLA. In M. A. DuFon & E. Churchill (Eds.), Language learners in study abroad contexts (pp. 231–258). Clevedon, UK: Multilingual Matters. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Isabelli-García, C., Bown, J., Plews, J. L., & Dewey, D. P. (2018). Language learning and study abroad. Language Teaching, 511, 439–484. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Jin, L. (2012). When in China, do as the Chinese do? Learning compliment responding in a study abroad program. Chinese as a Second Language Research, 1(2), 211–240. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kelley, C., & Meyers, J. (1995). Cross-cultural adaptability inventory manual. Arlington, VA: Vangent.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kinginger, C. (2008). Language learning in study abroad: Case studies of Americans in France. The Modern Language Journal Monograph Series, 921.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lee-Wong, S. M. (2000). Politeness and face in Chinese culture. Frankfurt: Peter Lang.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Li, S. (2014). The effects of different levels of linguistic proficiency on the development of L2 Chinese request production during study abroad. System, 451, 103–116. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Li, W., & Jiang, W. (2019). Requests made by Australian learners of Chinese as a foreign language. Journal of Language Teaching and Research, 10(1), 23–24. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Li, S., Taguchi, N., & Xiao, F. (2019). Variations in rating scale functioning in assessing pragmatic performance in L2 Chinese. Language Assessment Quarterly, 16(3), 271–293. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Liu, F. (2015). Acquiring topic structures in Mandarin Chinese. Chinese as A Second Language Research, 4(1), 1–25. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Magliacane, A., & Howard, M. (2019). The role of learner status in the acquisition of pragmatic markers during study abroad: The use of ‘like’ in L2 English. Journal of Pragmatics, 1461, 72–86. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Matsumura, S. (2003). Modeling the relationship among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics 241, 465–491. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Moyer, A. (2005). Formal and informal experiential realms in German as a foreign language: A preliminary investigation. Foreign Language Annals, 381, 377–387. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Pérez-Vidal, C., & Shively, R. (2019). Pragmatic development in study abroad settings. In N. Taguchi (Ed.), Routledge handbook of SLA and pragmatics (pp. 355–371). New York, NY: Routledge.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ren, W. (2019). Pragmatic development of Chinese during study abroad: A cross-sectional study of learner requests. Journal of Pragmatics, 1461, 137–149. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
RunRev, Ltd. (2013). LiveCode [Software Programming]. Retrieved in May 2013 from [URL]
Salaberry, R. M., White, K., & Burch, R. A. (2019). Language learning and interactional experiences in study abroad settings. Special issue of Study Abroad Research in Second Language Acquisition and International Education, 41.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Su, Y., & Ren, W. (2017). Developing L2 pragmatic competence in Mandarin Chinese: Sequential realization of requests. Foreign Language Annals, 50(2), 433–457. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Taguchi, N. (2008). Cognition, language contact, and the development of pragmatic comprehension in a study-abroad context. Language Learning 581, 33–71. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Taguchi, N. (2018). Contexts and pragmatics learning: Problems and opportunities of the study abroad research. Language Teaching, 51(1), 124–137. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Taguchi, N., Li, S., & Xiao, F. (2013). Production of formulaic expressions in L2 Chinese: A developmental investigation in a study abroad context. Chinese as a Second Language Research Journal, 21, 23–58. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Taguchi, N., Xiao, F., & Li, S. (2016). Effects of intercultural competence and social contact on speech act production in a Chinese study abroad context. The Modern Language Journal, 1001, 775–796. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wen, X. (2011). A daunting task? The acquisition of the Chinese ba-construction by nonnative speakers of Chinese. Journal of Chinese Linguistics, 40(1), 216–240.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wen, X. (2014). Pragmatic development: An exploratory study of requests by learners of Chinese. In Z. Han (Ed.), Studies in second language acquisition of Chinese (pp. 30–56). Bristol: Multilingual Matters.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ying, J., & Hong, G. (2020). A cross-cultural comparative study of requests made in Chinese by South Korean and French learners. Journal of Language Teaching and Research, 11(1), 54–65. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Zhang, Y. (1995). Strategies in Chinese requesting. In G. Kasper (Ed.), Pragmatics of Chinese as native and target language (pp. 23–68). Honolulu, HI: University of Hawai’i, Second Language Teaching & Curriculum Center.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Zhang, D., & Yu, Y. (2008). Context of learning and requesting in Chinese as a second language: An exploratory study of students learning Chinese in study abroad and at home contexts. Journal of Chinese Language Teachers’ Association, 43(1), 65–86.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by (3)
Cited by three other publications
Li, Shuai, Xian Li, Yali Feng & Ting Wen
2023.
Non-Expert Raters’ Scoring Behavior and Cognition in Assessing Pragmatic Production in L2 Chinese. In
Crossing Boundaries in Researching, Understanding, and Improving Language Education [
Educational Linguistics, 58],
► pp. 79 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Ren, Wei & Yaping Guo
2023.
Self‐praise on social media WeChat Moments in L1 and L2 Chinese.
International Journal of Applied Linguistics 33:3
► pp. 425 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Li, Shuai, Xiaofei Tang, Naoko Taguchi & Feng Xiao
This list is based on CrossRef data as of 5 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.