The Development of Pragmatic Competence in Request Speech Acts of Thai Learners of English in Study Abroad Contexts
Year: 2020
Type: dissertation
Study design: Observational Study
Abstract: This mixed-methods study examines the effect of study abroad on the development of pragmatic competence by Thai learners of English. Drawing on Brown and Levinson’s (1987) politeness theory as a theoretical framework, this study focuses on the production of speech acts of request. Data were collected using an enhanced discourse completion test (EDCT), a bio-data questionnaire, and semi-structured interviews. The four study groups used in this study include two groups of Thai learners of English: one with study abroad experience and another without. Two additional groups were used to represent the learners’ native language (L1), Thai, and target language (L2), English. Request data were coded based on the coding system developed by Blum-Kulka et al. (1989). Quantitative methods were employed to analyze six aspects of requests: request perspectives, request strategies, internal modifications, request structures, alerters, and supportive moves. Follow-up questionnaires included in the EDCT and semi-structured interviews provided insights into the participants’ perceptions regarding their request production and L2 development. The results reveal linguistic and cultural differences between the learners’ L1 and L2 communities. Although, in general, the linguistic features analyzed in the requests of both learner groups tended to conform more closely to L2 norms than to the norms of their L1, the study abroad group showed greater development toward L2 norms in terms of the variety and frequencies of various linguistic features, suggesting a positive effect of study abroad. Data controlling for the social variables of social distance and relative power revealed only minimal differences between the two learner groups, suggesting study abroad did not impact the learners’ sensitivity to these variables. Interview data showed that study abroad learners generally held a very positive view of the impact of study abroad on their pragmatic development, citing confidence gains resulting from the greater number of real-world interactions as a catalyst for this development. These findings support previous research that has demonstrated a positive effect of study abroad on L2 learners’ pragmatic competence. Moreover, from these findings come implications for instruction of L2 pragmatic skills as well as recommendations for future research.
Source: TSpace (University of Toronto)
Author: Jarinthorn Phaisarnsitthikarn
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: University of Toronto
OpenAlex ID: W3136535695