Search Results (4)

Throughout the English-speaking world, there are numerous Greek-speaking diaspora communities whose language is simultaneously influenced by English and local varieties of Greek. This study builds on the body of knowledge in cross-cultural and interlanguage pragmatics to explore a case of pragmatic acquisition in a study abroad context by one member of such a community. Data were collected from a third-generation young adult Greek Australian student prior to commencement of a 6-week Greek language programme in Athens, and on three other occasions. She described her experiences and responded to a set of scenarios involving Greek requests, refusals and apologies. The responses were analysed using established frameworks and subjectively evaluated for appropriateness by a matched Greek native speaker. The student showed evidence of a shift towards documented Standard Modern Greek pragmatic norms in some but not all speech acts, and change appeared to be loosely linked to opportunities for use. There was also some evidence of reversion to diaspora variants after her return. This study contributes to our understanding of the interaction between learning outcomes, individual learner variables, prior exposure, the nature of communicative events and levels of pragmatic awareness. It is argued that Greek and diaspora contexts involve subtly distinct pragmatic varieties of Greek and that learners can benefit from explicit awareness-raising regarding the nature of these differences. Full article

This research investigated the use of I think as different types of markers by Thai learners of English as a foreign language (EFL) to determine whether the use of I think by Thai intermediate- and advanced-level EFL participants showed any significant differences. The types of markers and the functions of I think used by the Thai EFL participants were identified, as were their inappropriate uses of I think. In total, 72 Thai EFL participants were involved in this research, and dyadic English conversations were conducted for data collection. The statistical results illustrated that the Thai intermediate-level EFL participants used I think significantly more often than the Thai advanced-level EFL participants, particularly as a stance marker (SM). By contrast, the Thai advanced-level EFL participants used I think significantly more often as a pragmatic marker (PM) and as a politeness marker (PoM) than the Thai intermediate-level EFL participants. The Thai intermediate-level EFL participants mainly used the SM I think to express a subjective evaluative stance, while the Thai advanced-level EFL participants used I think across a broader range of markers and functions. Their inappropriate uses of I think are also discussed. Full article

This study examines the perception of insult-related vocabulary in Spanish among native speakers (L1) and Polish learners of Spanish as a foreign language (L2). Insults are analyzed as versatile speech acts fulfilling pragmatic functions such as impoliteness, affiliation, and emphasis. Adopting a contrastive approach, this research evaluates perceptions of colloquialism and emotional intensity across three groups: learners without prior stays in Spanish-speaking countries, learners with prior stays, and L1 speakers. Data were collected through surveys assessing knowledge, recognition, and perception of selected insults related to intellect and sexuality. The findings reveal that insults associated with sexuality exhibit the highest perceived offensive load across all groups, while those linked to behavior and intellect are rated as less aggressive. Polish learners of Spanish, particularly those without cultural immersion, tend to overestimate the offensiveness of insults compared to L1 speakers. However, learners with prior stays align more closely with L1 perceptions, underscoring the impact of cultural exposure. The results highlight the pivotal role of context and interlanguage in shaping learners’ interpretations of offensive vocabulary. They also establish a foundation for further exploration into the acquisition and pragmatic use of colloquial and emotionally charged language in L2 learning. Full article

The present study explores the development of pragmatic marker (PM) use by children and adult L2 English learners in two learning contexts: study abroad (SA) and at home (AH). The study involved a group of 35 Catalan/Spanish girls (aged 11 to 13) learning English AH (n = 16) and abroad in Ireland (n = 19), and a group of 16 adult students aged 19–31 learning English in the UK and Ireland (n = 10) and at their home university in Barcelona (n = 6). To test their pragmatic development, the use of PMs was prompted through pre-test and post-test semi-structured interviews. The results indicated an effect of both age and context on PM development. Children in the SA context increased their use of some PMs, whereas their peers who remained at home did not show any development. Regarding the adults, both SA and AH participants increased their use of specific PMs. These findings shed some light on a topic that has not received scholarly attention in the field of L2 pragmatics: the development of PM use by children. Additionally, they contribute to the very small body of longitudinal studies on the development of PM use during SA. Full article