Article published in:Study abroad and the Erasmus+ programme in Europe: Perspectives on language and intercultural learning
Edited by Anne Marie Devlin
[Study Abroad Research in Second Language Acquisition and International Education 5:1] 2020
► pp. 89–118
Erasmus students in an Irish studyabroad context
A longitudinal analysis of the use of ‘well’and ‘like’
While second language (L2) pragmatics research has predominantly investigated speech acts, little attention has been given to pragmatic markers (PMs) (Müller, 2005). Research demonstrates that PM use by learners is limited (Liao, 2009) and that their production is aided by native speaker (NS) contact (Sankoff et al., 1997). Thus, if study abroad (SA) provides a combination of instructed and naturalistic input / exposure, the analysis of PM development gives insights into the role of language exposure during SA. Against this background, 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 PMs studied were ‘like’ and ‘well’. These PMs were tracked longitudinally to investigate differences in frequency and use. Findings were analysed quantitatively and compared with English NSs. Results point to an increase in frequency but also reveal constraints on the use of the PMs studied.
Keywords: L2 pragmatic markers, pragmatic development, student mobility, language exposure, L2 English, Irish English
Published online: 24 February 2020
Aijmer, K., & Simon-Vandenbergen, A.-M.
(2014) AntConc (Version 3.4.4). Tokyo: Waseda University. Retrieved from http://www.laurenceanthony.net> (31 May 2019).
(2015) Variability in native and non-native use of pragmatic parkers: The example of well in role-play data. In K. Beeching & H. Woodfield (Eds.), Researching sociopragmatic variation: Perspectives from variational, interlanguage and contrastive pragmatics (pp. 174–197). New York, NY: Palgrave Macmillian.
Brinton, L. J.
Buysse, L.[ p. 114 ]
Coleman, J. A.
Corrigan, K. P.
Cullen, R., & Kuo, I-C. V.
de Wit, H., & Merkx, G.
Dewey, D. P., Belnap, R. K., & Hillstrom, R.
Dewey, D. P., Bown, J., & Eggett, D.
(2017) Erasmus: Annual report 2016. Luxembourg: Publications Office of the European Union. Retrieved from https://publications.europa.eu/fr/publication-detail/-/publication/b0250d33-fcce-11e7-b8f5-01aa75ed71a1/language-en/format-PDF> (31 May 2019).
Fedriani, C., & Sansò, A.
Freed, B. F.[ p. 115 ]
Freed, B. F., Segalowitz, N., & Dewey, D. P.
Fung, L., & Carter, R.
Hesson, A., & Shellgren, M.
(2005) Second language acquisition in a study abroad context: A comparative investigation of the effects of study abroad and foreign language instruction on the L2 learner’s grammatical development. In A. Housen & M. Pierrard (Eds.), Investigations in instructed second language acquisition (pp. 495–530). Berlin: De Gruyter.
Howard, M., Mougeon, R., & Dewaele, J.-M.
Huensch, A., & Tracy-Ventura, N.
Jones, C., & Carter, R.
Juan-Garau, M., Salazar-Noguera, J., & Prieto-Arranz, J. I.[ p. 116 ]
Jucker, A. H.
Kallen, J. L., & Kirk, J. M.
(2012) SPICE-Ireland: A User’s Guide. Queen’s University Belfast, Trinity College Dublin, and Cló Ollscoil na Banríona. Retrieved from http://www.johnmkirk.co.uk/johnmkirk/documents/003648.pdf> (31 May 2019).
Llanes, À., & Muñoz, C.
Mora, J. C.
Mougeon, R., Nadasdi, T., & Rehner, K.
Mukherjee, J., & Rohrbach, J.-M.
Nestor, N., & Regan, V.
Pérez-Vidal, C., & Shively, R.
Regan, V., Howard, M., & Lemée, I.
[ p. 117 ]
Sankoff, G., Thibault, P., Nagy, N., Blondeau, H., Fonollosa, M.-O., & Gagnon, L.
Serrano, R., Llanes, À., & Tragant, E.
Simões, A. R. M.
Strassel, S., Conn, J., Evans, S., Cieri, C., Labov, W., & Maeda, K.
(2003) The SLX Corpus of Classic Sociolinguistic Interviews. University of Pennsylvania. Retrieved from http://fave.ling.upenn.edu/downloads/Transcription_guidelines_FAAV.pdf> (31 May 2019).
Valls-Ferrer, M., & Mora, J. C.
Watts, R. J.