A mixed-methods study of the impact of sociocultural adaptation on the development of pragmatic production. (July 2018)

• Record Type: Journal Article
• Authors: Sánchez-Hernández, Ariadna
• Is Part Of: System. Volume 75(2018)
• Page Start: 93
• Page End: 105
• Publication Date: 2018-07
• Subjects: Mixed methods -- L2 pragmatics -- Pragmatic routines -- Sociocultural adaptation -- Longitudinal research; Language and languages -- Study and teaching -- Periodicals; Langage et langues -- Étude et enseignement -- Périodiques; Electronic journals; 407
• DOI: 10.1016/j.system.2018.03.008
• Languages: English
• ISSNs: 0346-251X

Abstract

Abstract: This study employs a mixed methods research approach to investigate the effect of sociocultural adaptation on the development of pragmatic production in a study abroad (SA) context. It focuses on the ability to produce pragmatic routines, and whether sociocultural adaptation experiences by learners of different cultural backgrounds predict pragmatic gains. Eighty-seven college students participating in SA programs in the US completed a pre-test and a post-test version of a sociocultural adaptation scale (SCAS) and of a written discourse-completion task (DCT) that measured their ability to use prototypical routines. Supplementary interviews to a subset of 2 students provided further insights on the nature of their adaptation experiences. A quantitative analysis revealed that sociocultural adaptation development had a partial effect on pragmatic gains, due to the mediation of learners' background culture, which had a direct influence on routine production. The qualitative analysis revealed individual trajectories that illustrated the interplay among sociocultural adaptation, background culture, and gains in production of pragmatic routines.