Improving Chinese EFL Teachers' English Requests: Does Study Abroad Help?

Autor/inn/en	Deng, Jun; Ranta, Leila
Titel	Improving Chinese EFL Teachers' English Requests: Does Study Abroad Help?
Quelle	In: Canadian Modern Language Review, 75 (2019) 2, S.145-168 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Second Language Learning; Study Abroad; Language Teachers; English (Second Language); Foreign Countries; Program Effectiveness; Knowledge Level; Language Skills; Language Usage; Oral Language; Interaction; Social Influences; Pragmatics; Faculty Development; Canada; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Studies abroad; Auslandsstudium; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Wissensbasis; Language skill; Sprachkompetenz; Sprachgebrauch; Oral interpretation; Mündlicher Sprachgebrauch; Interaktion; Sozialer Einfluss; Pragmalinguistik; Kanada
Abstract	This article presents an investigation of L2 pragmatic development by a group of 19 Chinese EFL teachers who participated in a five-month program in Canada (SA group). A written discourse-completion task (WDCT) was administered to assess participants' pragmatic knowledge of how to make requests in English. They also completed a paper-based oral-interaction log twice during their sojourn. Compared with 19 English teachers at home (AH group), the SA teachers reported engaging in more interactive activities in English and being exposed to a greater number of different speech acts than did the AH group. They, like AH teachers, applied conventionally indirect strategies (ability, willingness, permission) the most frequently, then direct strategies (want and imperative), and then a non-conventional strategy (hint). They also demonstrated some improvement in their socio-pragmatic awareness of requests (i.e., a reduction in the use of the imperative in low-imposition scenarios). The lack of strong evidence of L2 pragmatic development in this study suggests that EFL teachers on an SA sojourn would benefit from pragmatics-oriented professional development before and/or during the time they spend in an English-speaking country. (As Provided).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01