The interaction between duration of study abroad, diversity of loci of learning and sociopragmatic variation patterns: a comparative study

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dc.check.date2019-08-24
dc.check.infoAccess to this article is restricted until 12 months after publication by request of the publisher.en
dc.contributor.authorDevlin, Anne Marie
dc.date.accessioned2018-11-23T15:32:20Z
dc.date.available2018-11-23T15:32:20Z
dc.date.issued2018-08-24
dc.date.updated2018-11-23T15:25:34Z
dc.description.abstractWhilst the field of Interlanguage Pragmatics has produced a rich and diverse literature in recent years, one area that requires more attention is the acquisition of sociopragmatic variation or the ability to vary language output in a way that is congruent with the situation. With the aim of filling that gap, the current study explores the interplay between duration of SA and sociopragmatic variation patterns in three groups of highly-advanced non-native speakers of English. It does so through the paradigm of Loci of Learning – that is the study of the intensity and diversity of micro-learning contexts that learners may encounter. In order to examine the correlation, a two-fold study was conducted. Firstly a language contact profile (LCP) questionnaire was completed, which provided detailed data regarding the duration of SA experiences and the diversity of loci of learning to which the participants had access. Three groups were then formed and participants were put into dyads to enact the speech act of asking for advice in two socially-differentiated situations. The performance data were subsequently analysed, using a discursive practice framework, to show how differential duration of SA and the consequent differential interaction with loci of learning shape learners’ patterns of sociopragmatic variation vis-à-vis the strategies of conventionalization and directness as well as the substrategies of solidary and non-solidary moves. Results indicate that those who have spent more than one year in SA have access to a wider range of loci of learning and as a result index sociopragmatic variation via a wider and more complex range of (sub) strategies.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationDevlin, A. M. (2018) 'The interaction between duration of study abroad, diversity of loci of learning and sociopragmatic variation patterns: A comparative study', Journal of Pragmatics, In Press, doi: 10.1016/j.pragma.2018.08.007en
dc.identifier.doi10.1016/j.pragma.2018.08.007
dc.identifier.endpage24en
dc.identifier.issn0378-2166
dc.identifier.journaltitleJournal of Pragmaticsen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/7141
dc.language.isoenen
dc.publisherElsevieren
dc.relation.urihttp://www.sciencedirect.com/science/article/pii/S0378216618300948
dc.rights© 2018 Elsevier Ltd. All rights reserved. This manuscript version is made available under the CC-BY-NC-ND 4.0 licenseen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectStudy abroaden
dc.subjectLoci of learningen
dc.subjectSociopragmatic variationen
dc.subjectAdvanced learnersen
dc.titleThe interaction between duration of study abroad, diversity of loci of learning and sociopragmatic variation patterns: a comparative studyen
dc.typeArticle (peer-reviewed)en
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