Literaturnachweis - Detailanzeige
Autor/inn/en | Xiao, Feng; Taguchi, Naoko; Li, Shuai |
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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 |
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 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 |