L2 pragmatic development by early teenagers in study abroad and foreign language settings: a focus on pragmatic markers

ABSTRACT

Second Language Pragmatics (L2 pragmatics) research focused on the study abroad (SA) context points out the benefits of this context for second language (L2) pragmatic development while also illustrating the non-linearity of this development, as it is shaped by different contextual factors and individual differences. Nevertheless, this research has primarily focused on adult learners, and little is known about how children and adolescents learn L2 pragmatics in SA. The present study investigates how pragmatic markers (PMs) develop in young English language learners in two learning contexts: SA and at home (AH). More particularly, the study examines differences in the frequency and type of PMs across these contexts. Thirty-four Catalan/Spanish girls aged 12, learning English at home (n = 16) and in an SA context in Ireland (n = 18), participated in the study. Participants were interviewed before and after their SA experience, and the results revealed no statistically significant differences from pre- to post-test in the AH group, with only one observed in the SA group. Only one significant difference was found between the two groups in favour of the SA group. Hence, the study sheds more light on the complexity entailed in the phenomenon of L2 pragmatic development during SA.

KEYWORDS:

• Study abroad
• at home
• L2 pragmatics
• pragmatic markers
• early teenagers

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are available on request from the corresponding author, A.L. The data are not publicly available due to their containing information that could compromise the privacy of research participants.

Additional information

Funding

This work was supported by Ministerio de Ciencia e Innovación [grant number PID2019-104333GB-I00].