The Effects of Proficiency and Study-Abroad on Chinese EFL Learners' Refusals

Autor/inn/en	Wang, Yuqi; Ren, Wei
Titel	The Effects of Proficiency and Study-Abroad on Chinese EFL Learners' Refusals
Quelle	In: Language Learning Journal, 50 (2022) 4, S.521-536 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Yuqi) ORCID (Ren, Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2022.2088447
Schlagwörter	Pragmatics; Second Language Learning; Second Language Instruction; English (Second Language); Syntax; Case Studies; Language Proficiency; Study Abroad; Speech Acts; Task Analysis; Computer Assisted Testing; Animation; Native Speakers; North American English; Social Status; Comparative Analysis; Vignettes; Foreign Countries; Computer Mediated Communication; Undergraduate Students; Language Tests; Majors (Students); Interrater Reliability; China + Suchen Sie Ihr Suchwort? Pragmalinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Language skill; Language skills; Sprachkompetenz; Studies abroad; Auslandsstudium; Sprechakt; Aufgabenanalyse; Muttersprachler; Amerikanisches Englisch; Sozialer Status; Ausland; Computerkonferenz; Language test; Sprachtest; Interrater-Reliabilität
Abstract	L2 pragmatics have explored the effects of different factors on different aspects of learners' pragmatic performance, but often not simultaneously. In addition, syntactic complexity is rarely examined in L2 pragmatics. This cross-sectional study aimed to conduct a multidimensional analysis to explore the effects of proficiency and study-abroad (SA) on Chinese EFL learners' refusals. Data were collected from 90 Chinese university students via a computer-animated elicitation task. The participants were divided into three groups: low-proficiency learners without SA experience and advanced learners with/without SA. The scenarios were kept consistent in imposition and social distance but varied in social status. Each participant interacted with a computer-animated native-speaker interlocutor in the scenarios. 20 American native speakers also participated in the study; their responses were used as the comparison data. Participants' performance was evaluated in five aspects: appropriateness, syntactic complexity, refusal strategies, adjuncts and internal modifiers. Results revealed that there were significant effects of L2 proficiency on appropriateness and of SA on syntactic complexity. The interactions of the two factors and social status were also analysed in learners' employment of refusal strategies and internal modification. Implications for pragmatic instruction and feasible suggestions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01