Epistemic stance in L2 English discourse: The development of pragmatic strategies in study abroad
Epistemic stance in L2 English discourse: The development of pragmatic strategies in study abroad
复制标题
二语英语话语中的认知立场：出国留学务实策略的发展
DOI：
10.1075/ap.20007.kiz
复制
发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Patrick Dougherty
中科院分区：
文献类型：
--
作者：
Mika Kizu;Eiko Gyogi;Patrick Dougherty
本研究调查了一组在英语作为通用语(ELF)环境下学习英语的中高级二语学习者在留学过程中语用策略的发展情况。为此，在两年的时间里，观察了他们在出国留学前、留学期间、留学后立即和留学后六个月的认知立场标记(EM)的使用情况。对我们的定性结果的分析发现，说话人之间在使用EM方面存在显著差异。这一深入的分析表明，口语水平较低的学习者在表达认知立场时比口语水平较高的学习者更依赖词汇动词和副词。这一发现与之前的研究一致。此外，我们对两个学习者的定性分析通过一个更细微的模糊断言展示了他们的语用发展，以及他们发展的非线性和复杂性。此外，本文还从外语教学的角度探讨了本研究的教学意义。
This study investigates the development of pragmatic strategies in study abroad among a group of upper-intermediate to advanced second language (L2) learners studying in English as a lingua franca (ELF) context. For this purpose, their use of epistemic stance markers (EMs) was observed before, during, immediately after, and six months after their study abroad over a period of two years. An analysis of our qualitative results found significant inter-speaker variations in the use of EMs. This close analysis demonstrates that learners with lower-level speaking skills relied more on lexical verbs and adverbs when expressing their epistemic stance than those with higher-level speaking skills. This finding is in accordance with previous studies. Furthermore, our qualitative analysis of two learners demonstrates their pragmatic development through a more nuanced hedged assertion, as well as the non-linear and complex nature of their development. In addition, the pedagogical implications of this study are discussed from the ELF perspective.