Effects of Proficiency Subskills on Pragmatic Development in L2 Chinese Study Abroad

Autor/inn/en	Xiao, Feng; Taguchi, Naoko; Li, Shuai
Titel	Effects of Proficiency Subskills on Pragmatic Development in L2 Chinese Study Abroad
Quelle	In: Studies in Second Language Acquisition, 41 (2019) 2, S.469-483 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
Schlagwörter	Language Proficiency; Study Abroad; Pragmatics; Correlation; Language Skills; North Americans; Chinese; Standardized Tests; Language Tests; Speech Acts; Computer Assisted Testing; Task Analysis; Listening Skills; Reading Skills; Writing Skills; Foreign Countries; Scores; Skill Development; Oral Language; China + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Studies abroad; Auslandsstudium; Pragmalinguistik; Korrelation; China; Chinesen; Standadised tests; Standardisierter Test; Language test; Sprachtest; Sprechakt; Aufgabenanalyse; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	This study is the first to examine contributions of proficiency subskills to pragmatic development. We used the latent growth curve modeling to reveal the causal relationships between proficiency subskills and pragmatic competence in 109 American learners of Chinese across two data points over three months abroad in China. Proficiency was measured by a standardized Chinese proficiency test with separate scores for listening, speaking, reading, and writing. Pragmatic competence was measured by a computerized oral discourse completion task assessing speech acts. Findings showed that pragmatic competence accrued along with increased proficiency. Changes of proficiency explained 54.1% of the variance in changes of pragmatic competence. Listening and speaking contributed more to pragmatic development than reading and writing did, indicating that when pragmatic competence is measured by an online spoken task, speaking and listening have stronger impacts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01