The Impact of Study Abroad on the Acquisition of Sociopragmatic Variation Patterns

The Case of Non-Native Speaker English Teachers

Fiction & Literature, Literary Theory & Criticism, British, Nonfiction, Reference & Language, Language Arts, Education & Teaching
Cover of the book The Impact of Study Abroad on the Acquisition of Sociopragmatic Variation Patterns by Anne Marie Devlin, Peter Lang
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Author: Anne Marie Devlin ISBN: 9783035394818
Publisher: Peter Lang Publication: July 25, 2014
Imprint: Peter Lang AG, Internationaler Verlag der Wissenschaften Language: English
Author: Anne Marie Devlin
ISBN: 9783035394818
Publisher: Peter Lang
Publication: July 25, 2014
Imprint: Peter Lang AG, Internationaler Verlag der Wissenschaften
Language: English

This book investigates the study abroad profile of non-native speaker teachers of English, exploring the impact of studying abroad on the acquisition of sociopragmatic variation patterns and the relationship between such patterns and identity development.
Introducing the concept of ‘loci of learning’, the book provides a compelling insight into the relationship between the duration of study abroad and the intensity and diversity of access to the target language. It then proceeds to explore the impact of varying degrees of intensity and diversity of language contact on the development of sociopragmatic variation patterns through a micro-analysis of recorded learner discourse. Finally, it maps the correlation between these linguistic patterns and the enactment of a compound identity.
Linking ethnographic and quantitative data with extensive examples of learner discourse, the author offers a unique perspective on non-native speaker teachers of English. By turning the focus of study abroad research onto this group, who are not only learners but also disseminators of the language, this book fills a significant gap in current scholarship.

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This book investigates the study abroad profile of non-native speaker teachers of English, exploring the impact of studying abroad on the acquisition of sociopragmatic variation patterns and the relationship between such patterns and identity development.
Introducing the concept of ‘loci of learning’, the book provides a compelling insight into the relationship between the duration of study abroad and the intensity and diversity of access to the target language. It then proceeds to explore the impact of varying degrees of intensity and diversity of language contact on the development of sociopragmatic variation patterns through a micro-analysis of recorded learner discourse. Finally, it maps the correlation between these linguistic patterns and the enactment of a compound identity.
Linking ethnographic and quantitative data with extensive examples of learner discourse, the author offers a unique perspective on non-native speaker teachers of English. By turning the focus of study abroad research onto this group, who are not only learners but also disseminators of the language, this book fills a significant gap in current scholarship.

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