Japanese Learners' Spoken Requests in the Study Abroad Context: Appropriateness, Speech Rate and Response Time

Autor/inn/en	Halenko, Nicola; Economidou-Kogetsidis, Maria
Titel	Japanese Learners' Spoken Requests in the Study Abroad Context: Appropriateness, Speech Rate and Response Time
Quelle	In: Language Learning Journal, 50 (2022) 4, S.506-520 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Halenko, Nicola) ORCID (Economidou-Kogetsidis, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2022.2088441
Schlagwörter	Japanese; Pragmatics; Language Fluency; Study Abroad; Longitudinal Studies; Second Language Learning; Second Language Instruction; Oral Language; Language Processing; Speech Acts; Individual Differences; Native Language; English (Second Language); Foreign Students; College Students; Foreign Countries; Vignettes; Task Analysis; Student Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Japaner; Japanisch; Pragmalinguistik; Language skill; Language skills; Sprachkompetenz; Studies abroad; Auslandsstudium; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Sprachverarbeitung; Sprechakt; Individueller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Ausland; Aufgabenanalyse; Schülerverhalten; Großbritannien
Abstract	Studies that have measured pragmatic fluency in the form of planning time and speech rate, as indicators of processing ability, have confirmed that learners' processing ability and pragmatic knowledge are independent from each other. The present study is a longitudinal, developmental investigation which investigates whether the study abroad stay (SA) has an effect on the overall appropriateness, planning time and speech rate in high and low imposition situations of ten L2 Japanese learners' oral requestive output during their overseas sojourn. With the exception of appropriateness which had the most positive change, (mainly with low imposition requests), the study found that the SA had minimal positive impact on the variables examined, suggesting that activation and processing of pragmatic knowledge needs enhancement from other sources, and that learners need a longer period of time to develop appropriate pragmatic output across a range of academic encounters. Results further revealed much individual variation, further highlighting the complexity of examining pragmatic performance over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01