What is it about?
This article investigates the use of PMs in L2 English during an Erasmus programme in Ireland. Data were collected using sociolinguistic interviews (Labov, 1984) and the pragmatic markers studied were ‘like’ and ‘well’. These PMs were tracked longitudinally to investigate differences in frequency and use. Findings were analysed quantitatively and compared with Irish English NSs. Results point to an increase in frequency but also reveal constraints on the use of the PMs studied.
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Why is it important?
The article analyses socio-pragmatic development during a period of transnational mobility. In particular, it focuses on the use of pragmatic markers in English as a second language. Such perspective has been rather under-represented in second language acquisition and study abroad research to date.
Perspectives
Although a conspicuous body of research has analysed the effect of student mobility in university environments, more research is still needed in order to analyse the benefits of student transnational mobility in some aspects of L2 development. In particular, a more fine-grained analysis on the use and development of pragmatic markers can provide interesting perspectives to existing study abroad research focusing on the correlation between student mobility, language exposure and L2 development during institutionally organised experiences of transnational mobility.
Annarita Magliacane
Aston University
Read the Original
This page is a summary of: Erasmus students in an Irish studyabroad context, Study Abroad Research in Second Language Acquisition and International Education, February 2020, John Benjamins,
DOI: 10.1075/sar.18008.mag.
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