Learning Pragmatic Routines during Study Abroada Focus on Proficiency and Type of Routine

  1. Eva Alcón Soler 1
  2. Ariadna Sánchez Hernández 2
  1. 1 Universitat Jaume I
    info

    Universitat Jaume I

    Castelló de la Plana, España

    ROR https://ror.org/02ws1xc11

  2. 2 Leuphana Universität (Alemania)
Zeitschrift:
Atlantis: Revista de la Asociación Española de Estudios Anglo-Norteamericanos

ISSN: 0210-6124

Datum der Publikation: 2017

Ausgabe: 39

Nummer: 2

Seiten: 191-210

Art: Artikel

DOI: 10.28914/ATLANTIS-2017-39.2.10 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Atlantis: Revista de la Asociación Española de Estudios Anglo-Norteamericanos

Ziele für nachhaltige Entwicklung

Zusammenfassung

El presente estudio examina el aprendizaje de la competencia pragmática durante las estancias lingüísticas en el extranjero. En particular, se centra en el reconocimiento y en la producción de rutinas pragmáticas, considerando si el nivel de inglés de los estudiantes y el tipo de rutina influyen en la adquisición de las mismas. Ciento veintidós estudiantes internacionales en su primer semestre de estudios en universidades de Estados Unidos completaron un pretest y un post-test de una escala de conocimientos de vocabulario—vocabulary knowledge scale (VKS)—y una prueba de elicitación del discurso—discourse completion task (DCT). Las rutinas pragmáticas presentadas para reconocimiento se clasificaron según su dependencia de contextos específicos, mientras que las de producción según su prototipicalidad. Los resultados del estudio confirman que el conocimiento de rutinas aumenta durante un semestre en el extranjero, y en especial la habilidad de reconocerlas. Aunque el nivel de inglés no afecta en este aumento, el tipo de rutina ejerce una influencia significativa. En concreto, se observaron mayores ganancias en el reconocimiento de rutinas situacionales y en la producción de rutinas muy prototípicas. Estos resultados corroboran la importancia de las estancias lingüísticas para la adquisición de rutinas pragmáticas, y sugieren que la exposición a las mismas en contextos significativos es determinante para el desarrollo de la competencia pragmática.

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1 As members of the “LAELA. Lingüística Aplicada a l’Ensenyament de la Llengua Anglesa” [“Applied Linguistics to the Teaching of the English Language”] research group at Universitat Jaume I (Castellón, Spain), we would like to acknowledge that this study is part of a research project funded by (a) the Ministerio de Economía y Competitividad [“Ministry of Economy and Competitiveness”] (FFI2016-78584-P), (b) Universitat Jaume I (P1·1B2015-20), and (c) Projectes d’Innovació Educativa de la Unitat de Suport Educatiu [“Educational Innovation Projects by the Educational Support Office”] Universitat Jaume I (352/16). Thank you also to Prof. Dr. Anne Barron and the members of her research group for their insights provided during this project.

Geldgeber

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Fuente de los datos: Dialnet