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Attitudes towards regional British accents in EFL teaching: Student and teacher perspectives
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Experts and novices: Examining academic email requests to faculty and developmental change during study abroad
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Teaching Pragmatics and Instructed Second Language Learning: Study Abroad and Technology-Enhanced Teaching
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Embedding ICT to teach and assess the pragmatic targets of refusals and disagreements in spoken English
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Longitudinal benefits of pre-departure pragmatics instruction for study abroad: Chinese as a second/foreign language
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Surveying pragmatic performance during a study abroad stay: A cross-sectional look at the language of spoken requests
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Longitudinal benefits of pre-departure pragmatics instruction for study abroad: Chinese as a second/foreign language
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Abstract:
Whilst the study of second language pragmatic development in study abroad (SA) contexts has gained momentum in recent years, research on L2 Chinese pragmatics, in general, remains in its infancy and is therefore limited. Longitudinal studies on the effects of instruction before, during and after SA remain scant. Following a short pre-SA pragmatics intervention on formulaic expressions with a group of UK undergraduate learners of Chinese, qualitative data in three phases (before, during, and after a year abroad in China) were collected and analysed to shed light on the perceived benefits of the treatment. The findings show that in all three phases, learners highly valued the instruction provided, but they seemed to benefit from the sociopragmatic input the most, particularly in the pre-departure stage and after completion of the SA period. The findings will be discussed in relation to the learners' accounts of their SA experiences and the implications for pre-SA instruction
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Keyword:
Chinese language studies; East Asian language studies
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URL: http://clok.uclan.ac.uk/28475/1/28475%20CLOK%20manuscript.pdf https://doi.org/10.1558/eap.38216 http://clok.uclan.ac.uk/28475/
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Surveying pragmatic performance during a study abroad stay: A cross-sectional look at the language of spoken requests
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Using computer-assisted language learning (CALL) tools to enhance output practice
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Evaluating the explicit pragmatic instruction of requests and apologies in a study abroad setting:the case of ESL Chinese learners at a UK Higher Education institution
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Explicit instruction of spoken requests: an examination of pre-departure instruction and the study abroad environment
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What makes a successful spoken request? Using corpus tools to analyse learner language in a UK EAP context
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What makes a successful spoken request? Using corpus tools to analyse learner language in a UK EAP context.
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Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective?
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