Volume 2, Issue 2  August 2019, pp. 71–87          Download PDF

Regular Articles
Surveying pragmatic performance during a study abroad stay: A cross-sectional look at the language of spoken requests

Nicola Halenko https://orcid.org/0000-0002-9906-64181, Christian Jones https://orcid.org/0000-0003-0407-88602, Laura Davies https://orcid.org/0000-0003-3574-16103, Joseph Davies https://orcid.org/0000-0002-5133-62634

1 University of Central Lancashire, United Kingdom NHalenko@uclan.ac.uk
2 University of Liverpool, United Kingdom christian.jones2@liverpool.ac.uk
3 Duke Kunshan University, China laura.davies@dukekunshan.edu.cn
4 Duke Kunshan University, China joseph.davies@dukekunshan.edu.cn

DOI: https://doi.org/10.29140/ice.v2n2.162


This paper documents a cross-sectional look at L1 transfer and L2 contact for learners of English in a UK study abroad (SA) context. The study employed an instructional experimental design over a 6-month period with 34 Chinese students assigned to either an explicitly instructed group or a control group receiving no instruction. Instruction took place prior to departure for the UK and performance was measured based on a pretest-posttest design using an oral computer-animated production test (CAPT). This paper explores the data in two specific ways. Firstly, the request data were analysed at the pre-and delayed test stages (six months into the study abroad period) to analyse the extent to which participants' reliance on L1 request strategies and language changes over time. Secondly, we measured the amount and type of contact with English which participants reported prior to and six months into the study abroad period. Results show that instruction facilitated development of pragmatically appropriate request language over time, with instructed learners showing significantly less reliance on L1 transfer than non-instructed learners. Contact with English increased significantly for both groups on all measures of language production but not all receptive contact with English. When compared, there was no significant difference between the groups' contact with English at each stage, suggesting that instruction did not result in significantly more interaction with English during the study abroad period.


© Nicola Halenko, Christian Jones, Laura Davies, Joseph Davies

CC  4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Suggested citation

Halenko, N., Jones, C., Davies, L., & Davies, J. (2019). Surveying pragmatic performance during a study abroad stay: A cross-sectional look at the language of spoken requests. Intercultural Communication Education, 2(2), 71–87. https://doi.org/10.29140/ice.v2n2.162

Related Articles:

Intercultural education in times of restricted travel: Lessons from the Gaza Strip
Maria Grazia Imperiale
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 22–38. Download PDF

"I don't want to be stereotypical, but..." Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 120–141. Download PDF

"Writing like a health scientist": A translingual approach to teaching text structure in a diverse Australian classroom
Sue Ollerhead, Isobel Crealy, Rebecca Kirk
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 77–90. Download PDF

(Mis)use of e-mail in student-faculty interaction: Implications for university instruction in Germany, Saudi Arabia and Japan
Anna Danielewicz-Betz
The JALT CALL Journal Published: 30 April, 2013, Volume 9(1), 23–57. Download PDF

(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99. Download PDF

3D digital games, virtual worlds, and language learning in higher education: Continuing challenges in Japan
Robert Swier, Mark Peterson
The JALT CALL Journal Published: 31 December, 2018, Volume 14(3), 225–238. Download PDF

A Case for the Drupal Content Management System
Paul Collett
The JALT CALL Journal Published: 30 April, 2010, Volume 6(1), 57–66. Download PDF

A case study of using Facebook in an EFL English writing class: The perspective of a writing teacher
Li-Tang Yu
The JALT CALL Journal Published: 31 December, 2014, Volume 10(3), 189–202. Download PDF

A comparative analysis of face to face instruction vs. Telegram mobile instruction in terms of narrative writing
Jamshid Heidari, Farzaneh Khodabandeh, Hassan Soleimani
The JALT CALL Journal Published: 31 August, 2018, Volume 14(2), 143–156. Download PDF

A comparison of computer-mediated peer corrective feedback between high and low-proficiency learners in a Japanese EFL writing classroom
Bradley D. F. Colpitts, Travis Hunter Past
The JALT CALL Journal Published: 31 August, 2019, Volume 15(2), 23–39. Download PDF