From the virtual world to the real world: a model of pragmatics instruction for study abroad

Abstract: With its focus on the use of language forms in cultural context, the study of pragmatics can be a valuable component in a program that prepares students to learn both language and culture in study abroad. The goal of the present study is to propose a model for pragmatic instruction in study abroad that fosters both intercultural competence and language skills, is informed by research and practice, and takes advantage of the affordances that an immersion environment and new technologies offer. The article provides an overview of the pertinent research, discusses the pedagogical implications of an ethnographic research project on the acquisition of Spanish pragmatics in study abroad, and presents a model for pragmatic instruction in the study abroad context. Key words: intercultural competence, pedagogical intervention, pragmatic development, second language acquisition, study abroad As a second rather than a foreign language environment, the study abroad (SA) context is considered by some to constitute, a priori, a ''rich'' environment for language and culture learning. However, research in the past two decades indicates that SA students do not always experience the intense exposure to the target language (TL) and culture and the accompanying gains in language proficiency and intercultural competence that were once assumed (DeKeyser, 1991; Freed, 1999; Laubscher, 1994; Miller & Ginsberg, 1995; Pelligrino, 1998; Wilkinson, 1998). In some cases, for example, SA students do not improve their TL skills more than peers who stay at home and study the TL (cf. Freed, 1995; Rodri'guez, 2001). The reasons why a sojourn abroad does not always result in the expected language- and culture-learning outcomes are numerous and complex (cf. Kinginger& Belz, 2005; Magnan & Back, 2007; Pelligrino, 1998; Polanyi, 1995). For example, opportunities for social interaction with members of the host culture may be restricted by difficulty in making contacts (Barron, 2003; Ife, 2000), by experiences of racial and gender discrimination (Polanyi, 1995; Talburt & Stewart, 1999), and by living arrangements (Churchill, 2003; Knight & Schmidt-Rinehart, 2002). However, one way to foster positive language- and culture-learning outcomes in SA is to provide students with training and instruction in language and culture (La Brack, 1993; Paige, Cohen, & Shively, 2004). Of particular interest to the present study is how instruction can assist SA students in the development of their TL pragmatic competence. Pragmatic competence refers to the knowledge and skills needed to use and interpret the meanings, assumptions, and actions expressed by language in its sociocultural context. Research on second language (L2) pragmatic development suggests that pragmatic abilities are acquired rather slowly during naturalistic acquisition (Olshtain & Blum-Kulka, 1985). Not surprisingly then, in the context of a 4- to 9- month SA experience, uninstructed L2 learners typically make only minor gains in target-like pragmatic competence (cf. Barron, 2003; Cohen & Shively, 2007; DuFon, 1999; Hoffman-Hicks, 1999). At the same time, L2 learners in instructed settings have generally been found to benefit from instruction that targets pragmatic features of the TL (Bardovi-Harlig, 2001; Rose & Kasper, 2001), suggesting that instruction can accelerate learning. In addition to the use of face-to-face classroom activities to teach L2 pragmatics, recent studies have indicated how new technologies such as interactive Web sites, synchronous chat, and virtual environments can be effectively used to facilitate pragmatic development (Belz, 2005; Gonza 'lez-Lloret, 2008; Ishihara, 2007; Sykes, 2008). While some authors have bemoaned growing access to technology in SA because it can allow students to disengage from the host culture (cf. Citron, 2003; Ogden, 2006), I argue here that rather than discouraging technology use, SA programs would do better to harness SA students' interest in new technologies as a means to reengage them with language and culture at all stages of SA (cf. …