Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-84b7d79bbc-g7rbq Total loading time: 0 Render date: 2024-07-26T14:30:13.877Z Has data issue: false hasContentIssue false

30 - Interculturality and the Study Abroad Experience: Pragmatic and Sociolinguistic Development

from Part V - Language Learning

Published online by Cambridge University Press:  29 September 2022

By
Martin Howard  and
Rachel L. Shively
Edited by
Istvan Kecskes
Istvan Kecskes
Affiliation:
State University of New York, Albany
Get access

Summary

The focus of this chapter is the development of pragmatic and sociolinguistic competence among second language learners during study abroad. In contrast to the foreign language classroom at home, study abroad offers learners a range of settings in which to engage in real-life intercultural encounters. These opportunities for social interaction, in turn, can have an impact on the learning of pragmatic and sociolinguistic dimensions of the second language, including speech acts and implicit meaning in the case of pragmatics and stylistic, and social factors in the case of sociolinguistics. Being able to accurately comprehend the intended message of utterances in the social context and to adequately express desired meanings are crucial components of intercultural competence. However, given that languages vary with regard to how pragmatic functions are realized and how sociolinguistic variation is signaled, the development of these areas in a second language represents a challenge for learners. While previous research suggests that study abroad can facilitate pragmatic and sociolinguistic development, such development is not guaranteed and the learning outcomes for individual learners are subject to a wide array of personal, social, and programmatic factors.

Keywords

study abroadassimilationsocializationcultural awarenesssociocultural learning
Type
Chapter
Information
The Cambridge Handbook of Intercultural Pragmatics , pp. 788 - 814
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adamson, H. D. (1989). Variation Theory and Second Language Acquisition. Washington, DC: Georgetown University Press.Google Scholar
Alcón-Soler, E. (2015). Pragmatic learning and study abroad: Effects of instruction and length of stay. System, 48, 62–74.Google Scholar
Alcón-Soler, E. and Sánchez-Hernández, A. S. (2017). Learning pragmatic routines during study abroad: A focus on proficiency and type of routine. Atlantis, 39(2), 191–210.CrossRefGoogle Scholar
Ashby, W. (1988). Français du Canada / français de France: Divergence et convergence. French Review, 61(5), 693–702.Google Scholar
Bardovi-Harlig, K. and Bastos, M. (2011). Proficiency, length of stay, and intensity of interaction, and the acquisition of conventional expressions in L2 pragmatics. Intercultural Pragmatics, 8(3), 347–384.CrossRefGoogle Scholar
Bardovi‐Harlig, K. and Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. Tesol Quarterly, 32(2), 233–259.Google Scholar
Bardovi-Harlig, K. and Hartford, B. (1993). Learning the rules of academic talk: A longitudinal study of pragmatic development. Studies in Second Language Acquisition, 15(3), 279–304.Google Scholar
Barron, A. (2003). Acquisition in Interlanguage Pragmatics: Learning How to Do Things with Words in a Study Abroad Context. Amsterdam: John Benjamins.Google Scholar
Barron, A. (2007). “Ah no honestly we’re okay:” Learning to upgrade in a study abroad context. Intercultural Pragmatics, 4(2), 129–166.CrossRefGoogle Scholar
Bataller, R. (2010). Making a request for a service in Spanish: Pragmatic development in the study abroad setting. Foreign Language Annals, 43(1), 160–175.Google Scholar
Bayley, R. and Preston, D. (1996). Linguistic Variation and Second Language Acquisition. Amsterdam: John Benjamins.Google Scholar
Bell, N. D., Skalicky, S., and Salsbury, T. (2014). Multicompetence in L2 language play: A longitudinal case study. Language Learning, 64(1), 72–102.Google Scholar
Bouton, L. F. (1999). Developing nonnative speaker skills in interpreting conversational implicatures in English: Explicit teaching can ease the process. In Hinkel, E., ed., Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press, pp. 47–70.Google Scholar
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.Google Scholar
Byram, M., Nichols, A., and Stevens, D. (2001). Developing Intercultural Competence in Practice. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Cheng, W. (2005). An exploratory cross-cultural study of interlanguage pragmatic development of expressions of gratitude by Chinese learners of English. Unpublished doctoral dissertation, University of Iowa.Google Scholar
Cohen, A. D. and Shively, R. L. (2007). Acquisition of requests and apologies in Spanish and French: Impact of study abroad and strategy-building intervention. The Modern Language Journal, 91(1), 189–212.Google Scholar
Cole, S. and Anderson, A. (2001). Requests by young Japanese: A longitudinal study. The Language Teacher Online, 25. Retrieved on April 23, 2020, from https://jalt-publications.org/old_tlt/articles/2001/08/anderson?y=2001andmon=08andpage=anderson.Google Scholar
Coleman, J. A. (2015). Social circles during residence abroad: What students do, and who with. In Mitchell, R., Tracy-Ventura, N., and McManus, K., eds., Social Interaction, Identity and Language Learning during Residence Abroad (EUROSLA Monograph Series 4). Amsterdam: The European Second Language Association, pp. 33–52.Google Scholar
Cook, H. (2008). Socializing Identities through Speech Style: Learners of Japanese as a Foreign Language. Clevedon: Multilingual Matters.Google Scholar
Czerwionka, L. and Cuza, A. (2017a). Second language acquisition of Spanish service industry requests in an immersion context. Hispania, 100(2), 239–260.CrossRefGoogle Scholar
Czerwionka, L. and Cuza, A. (2017b). A pragmatic analysis of L2 Spanish requests: Acquisition in three situational contexts during short-term study abroad. Intercultural Pragmatics, 14(3), 391–419.Google Scholar
DeKeyser, R. (2007). Practice in a second language: Perspectives from Applied Linguistics and Cognitive Psychology. New York: Cambridge University Press.CrossRefGoogle Scholar
De Pablos Ortega, C. (2008). Análisis sociopragmático del acto de habla expresivo de agradecimiento en español. In Briz, A., Hidalgo, A., Albelda, M., Contreras, J., and Hernández Flores, N., eds., Cortesía y conversación: De lo escrito a lo oral. Valencia: Programa EDICE, pp. 685–691.Google Scholar
Devlin, A. M. (2019). The interaction between duration of study abroad, diversity of loci of learning and sociopragmatic variation patterns: A comparative study. Journal of Pragmatics, 146, 121–136.Google Scholar
Dewaele, J.-M. (2002). Using socio-stylistic variants in advanced French interlanguage: The case of “nous”/”on.” Eurosla Yearbook, 2(1), 205–226.Google Scholar
Dewaele, J.-M. and Regan, V. (2002). Maîtriser la norme sociolinguistique en interlangue française: Le cas de l’omission variable de “ne.” Journal of French Language Studies, 12(2), 123–148.CrossRefGoogle Scholar
Diao, W. (2016). Peer socialization into gendered L2 Mandarin language practices in a study abroad context: Talk in the dorm. Applied Linguistics, 37(5), 599–620.Google Scholar
Dings, A. (2014). Interactional competence and the development of alignment activity. The Modern Language Journal, 98(3), 742–756.Google Scholar
DuFon, M. A. (1999). The acquisition of linguistic politeness in Indonesian by sojourners in naturalistic interactions. Unpublished doctoral dissertation, University of Hawai’i.Google Scholar
Félix-Brasdefer, C. (2013). Refusing in L2 Spanish: The effects of the context of learning during a short-term study abroad program. In Martí-Arnándiz, O. and Salazar-Campillo, P., Refusals in Instructional Contexts and Beyond. Leiden: Brill, pp. 147–173.Google Scholar
Félix-Brasdefer, J. C. (2004). Interlanguage refusals: Linguistic politeness and length of residence in the target community. Language Learning, 54(4), 587–653.CrossRefGoogle Scholar
Félix-Brasdefer, J. C. (2017). The intercultural speaker abroad. In Giora, R. and Haugh, M., eds., Doing Pragmatics Interculturally. Berlin: De Gruyter, pp. 353–370.Google Scholar
Félix-Brasdefer, J. C. and Hasler-Barker, M. (2015). Complimenting in Spanish in a short-term study abroad context. System, 48, 75–85.Google Scholar
Fraser, B. (2010). Pragmatic competence: The case of hedging. In Kaltenböck, G., Mihatsch, W., and Schneider, S., eds., New Approaches to Hedging. Bingley: Emerald, pp. 15–34.Google Scholar
Freed, B. (1995). Second Language Acquisition in a Study Abroad Context. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Fujii, K. (2001). Changes in the listener responses of foreign learners of Japanese during their stay in Japan. Journal of International Student Center, 8, 79–91.Google Scholar
Fukasawa, E. (2012). Development of the speech act “compliment response” and its relation to outside classroom English use during study abroad. Sophia Linguistica, 60, 123–146.Google Scholar
Gautier, R. (2016). Développement des réseaux personnels et de la compétence sociolinguistique lors de séjours d’étude en France d’apprenants de FLE américains et chinois. Unpublished doctoral dissertation, Grenoble Alpes University.Google Scholar
Geeslin, K. García-Amaya, L., Hasler, M., Henrikson, N., and Killam, J. (2010). The SLA of direct object pronouns in an immersion environment where use is variable. In Borgonovo, C., Español-Echevarría, M., and Prévost, P., eds., Selected Proceedings of the 12th Hispanic Linguistics Symposium. Somerville, MA: Cascadilla Proceedings Project, pp. 246–259.Google Scholar
Geeslin, K., García-Amaya, L., Hasler, M., Henrikson, N., and Killam, J. (2012). A study of the second language acquisition of the present perfect in an immersion context. In Geeslin, K. and Díaz-Campos, M., eds., Selected Proceedings of the 14th Hispanic Linguistics Symposium. Somerville, MA: Cascadilla Proceedings Project, pp. 197–215.Google Scholar
George, A. (2014). Study abroad in central Spain: The development of regional phonological features. Foreign Language Annals, 47(1), 97–114.Google Scholar
Halenko, N. and Jones, C. (2011). Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective? System, 39, 240–250.Google Scholar
Han, S. (2005). The interlanguage pragmatic development of the speech act of requests by Korean non-native speakers of English in an ESL setting. Unpublished doctoral dissertation. Philadelphia: University of Pennsylvania.Google Scholar
Hassall, T. (2013). Pragmatic development during short-term study abroad: The case of address terms in Indonesian. Journal of Pragmatics, 55, 1–17.Google Scholar
Hassall, T. (2015a). Influence of fellow L2 learners on pragmatic development during study abroad. Intercultural Pragmatics, 12(4), 415–442.Google Scholar
Hassall, T. (2015b). Individual variation in L2 study-abroad outcomes: A case study from Indonesian pragmatics. Multilingua, 34(1), 33–59.Google Scholar
Henery, A. (2015). On the development of metapragmatic awareness abroad: Two case studies exploring the role of expert-mediation. Language Awareness, 24(4), 316–331.CrossRefGoogle Scholar
Hernández, T. and Boero, P. (2018). Explicit intervention for Spanish pragmatic development during short-term study abroad: An examination of learner request production and cognition. Foreign Language Annals, 51(2), 389–410.Google Scholar
Hoffman-Hicks, S. D. (1999). The Longitudinal Development of French Foreign Language Pragmatic Competence: Evidence from Study Abroad Participants. Bloomington, IN: Indiana University Press.Google Scholar
Hopkinson, C. (2021). Realizations of oppositional speech acts in English: A contrastive analysis of discourse in L1 and L2 settings. Intercultural Pragmatics, 18(2), 163–202.Google Scholar
Howard, M. (2011). Input perspectives on the role of learning context in second language acquisition. International Review of Applied Linguistics, 49(2), 71–82.Google Scholar
Howard, M. (2012). The advanced learner’s sociolinguistic profile: On issues of individual differences, second language exposure conditions, and type of sociolinguistic variable. The Modern Language Journal, 96(1), 20–33.CrossRefGoogle Scholar
Howard, M., Lemée, I., and Regan, V. (2006). The L2 acquisition of a socio-phonetic variable: The case of /l/ deletion in French. Journal of French Language Studies, 16(1), 1–24.Google Scholar
Howard, M., Mougeon, R., and Dewaele, J.-M. (2013). Sociolinguistics and second language acquisition. In Bayley, R., Cameron, R., and Lucas, C., eds., Oxford Handbook of Sociolinguistics. Oxford: Oxford University Press, pp. 340–359.Google Scholar
Iino, M. (2006). Norms of interaction in a Japanese homestay setting: Toward a two-way flow of linguistic and cultural resources. In DuFon, M. A. and Churchill, E., eds., Language Learners in Study Abroad Contexts. Clevedon: Multilingual Matters, pp. 151–173.CrossRefGoogle Scholar
Ishida, M. (2010). Development of interactional competence in L2 Japanese during study abroad: The use of modal expressions in recipient actions. Unpublished doctoral dissertation, University of Hawai’i.Google Scholar
Jackson, J. (2019). Intercultural competence and L2 pragmatics. In Taguchi, N., ed., The Routledge Handbook of Second Language Acquisition and Pragmatics. New York: Routledge, pp. 479–494.Google Scholar
Kanwit, M. and Solon, M. (2013). Acquiring variation in future-time expression abroad in Valencia, Spain and Mérida, Mexico. In Cabrelli Amaro, J., Lord, G., de Prada Pérez, A., and Aaron, J. E., eds., Selected Proceedings of the 16th Hispanic Linguistics Symposium. Somerville, MA: Cascadilla Proceedings Project, pp. 206–221.Google Scholar
Kinginger, C. (2008). Language learning in study abroad: Case histories of Americans in France. The Modern Language Journal, 92, i-131.Google Scholar
Kinginger, C. (2015). Language socialization in the homestay: American high school students in China. In Mitchell, R., Tracy-Ventura, N., and McManus, K., eds., Social Interaction, Identity and Language Learning during Residence Abroad (EUROSLA Monograph Series 4). Amsterdam: EuroSLA, pp. 53–74.Google Scholar
Kondo, S. (1997). The development of pragmatic competence by Japanese learners of English: Longitudinal study on interlanguage apologies. Sophia Linguistica, 41, 265–284.Google Scholar
Knouse, S. M. (2013). The acquisition of dialectal phonemes in a study abroad context: The case of the Castilian theta. Foreign Language Annals, 45(4), 512–542.CrossRefGoogle Scholar
Li, X. (2010). Sociolinguistic variation in the speech of learners of Chinese as a second language. Language Learning, 60(2), 366–408.Google Scholar
Linford, B., Whatley, M., and Zahler, S. (2018). Acquisition, study abroad and individual differences: The case of subject pronoun variation in L2 Spanish. Study Abroad Research in Second Language Acquisition and International Education, 3(2), 243–274.Google Scholar
Magliacane, A. and Howard, M. (2019). The role of learner status in the acquisition of pragmatic markers during study abroad: The use of “like” in L2 English. Journal of Pragmatics, 146, 72–86.Google Scholar
Major, R. (1999). Gender and stylistic variation in second language phonology. Language Variation and Change, 16(3), 169–188.Google Scholar
Marqués-Pascual, L. (2011). Study abroad, previous language experience, and Spanish L2 development. Foreign Language Annals, 44(3), 565–582.Google Scholar
Marriott, H. (1995). The acquisition of politeness patterns by exchange students in Japan. In Freed, B. F., ed., Second Language Acquisition in a Study Abroad Context. Amsterdam: John Benjamins, pp. 197–224.Google Scholar
Masuda, K. (2011). Acquiring interactional competence in a study abroad context: Japanese language learners’ use of the interactional particle ne. The Modern Language Journal, 95(4), 519–540.Google Scholar
Matsumura, S. (2001). Learning the rules for offering advice: A quantitative approach to second language socialization. Language Learning, 51(4), 635–679.Google Scholar
Matsumura, S. (2003). Modeling the relationship among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics, 24(4), 465–491.Google Scholar
Matsumura, S. (2007). Exploring the aftereffects of study abroad on interlanguage pragmatic development. Intercultural Pragmatics, 4(2), 167–192.CrossRefGoogle Scholar
Mojica-Díaz, C. (1992). The use of address pronouns in Bogotá: A comparative study of two stages of acquisition by nonnative speakers. Unpublished doctoral dissertation, University of Illinois.Google Scholar
Morris, K. (2017). Learning by doing: The affordances of task-based pragmatics instruction for beginning L2 Spanish learners studying abroad. Unpublished doctoral dissertation, University of California, Davis.Google Scholar
Niezgoda, K. and Roever, C. (2001). Pragmatic and grammatical awareness: A function of learning environment? In Rose, K and Kasper, G, eds., Pragmatics in Language Teaching. Cambridge: Cambridge University Press, pp. 63–79.Google Scholar
Raish, M. (2015). The acquisition of an Egyptian phonological variant by US students in Cairo. Foreign Language Annals, 48(2), 267–282.Google Scholar
Rees, J. and Klapper, J. (2008). Issues in the quantitative longitudinal measurement of second language progress in the study abroad context. In Ortega, L. and Byrnes, H., eds., The Longitudinal Study of Advanced L2 Capacities. London: Routledge, pp. 89–105.Google Scholar
Regan, V. (1995). The acquisition of sociolinguistic native speech norms. In Freed, B., ed., Second Language Acquisition in a Study Abroad Context. Amsterdam: John Benjamins, pp. 245–267.CrossRefGoogle Scholar
Regan, V. (2004). From speech community back to classroom: What variation analysis can tell us about the role of context in the acquisition of French as a foreign language. In Dewaele, J.-M., ed., Focus on French as a Foreign Language: Multidisciplinary Perspectives. Clevedon: Multilingual Matters, pp. 191–209.Google Scholar
Regan, V., Howard, M., and Lemée, I. (2009). The Acquisition of Sociolinguistic Competence in a Study Abroad Context. Bristol: Multilingual Matters.Google Scholar
Rehner, K., Mougeon, R., and Nadasdi, T. (2003). The learning of sociolinguistic variation by advanced FSL learners: The case of “nous” versus “on” in immersion French. Studies in Second Language Acquisition, 25(1), 127–156.Google Scholar
Ren, W. (2013). The effect of study abroad on the pragmatic development of the internal modification of refusals. Pragmatics, 23(4), 715–741.Google Scholar
Ren, W. (2015). L2 Pragmatic Development in Study Abroad Contexts. Berlin: Peter Lang.Google Scholar
Ren, W. (2019). Pragmatic development of Chinese during study abroad: A cross-sectional study of learner requests. Journal of Pragmatics, 146, 137–149.Google Scholar
Ringer-Hilfinger, , (2012). Learner acquisition of dialect variation in a study abroad context: The case of the Spanish [ϴ]. Foreign Language Annals, 45(3), 430–446.Google Scholar
Roever, C. (2012). What learners get for free (and when): Learning of routine formulae in ESL and EFL environments. English Language Teaching Journal, 66(1), 10–21.Google Scholar
Roever, C., Wang, S., and Brophy, S. (2014). Learner background factors and learning of second language pragmatics. International Review of Applied Linguistics in Language Teaching, 52(4), 377–401.Google Scholar
Sánchez-Hernández, A. (2018). A mixed-methods study of the impact of sociocultural adaptation on development of pragmatic production. System, 75, 93–105.CrossRefGoogle Scholar
Sánchez-Hernández, A. and Alcón-Soler, E. (2019). Pragmatic gains in the study abroad context: Learners’ experiences and recognition of pragmatic routines. Journal of Pragmatics, 146, 54–71.Google Scholar
Schauer, G. A. (2004). May you speak louder maybe? Interlanguage pragmatic development in requests. EUROSLA Yearbook, 4, 253–272.Google Scholar
Schauer, G. A. (2006). Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning, 56(2), 269–318.Google Scholar
Schauer, G. A. (2009). Interlanguage Pragmatic Development: The Study Abroad Context. London: Continuum.Google Scholar
Shimizu, T. (2009). Influence of learning environment on L2 pragmatic realization: A comparison between JSL and JFL learners’ compliment responses. In Taguchi, N., ed., Pragmatic Competence. Berlin: Mouton de Gruyter, pp. 167–198.Google Scholar
Shiri, S. (2015). The homestay in intensive language study abroad: Social networks, language socialization, and developing intercultural competence. Foreign Language Annals, 48(1), 5–25.Google Scholar
Shively, R. L. (2010). From the virtual world to the real world: A model of pragmatics instruction for study abroad. Foreign Language Annals, 43(1), 105–137.Google Scholar
Shively, R. L. (2011). L2 pragmatic development in study abroad: A longitudinal study of Spanish service encounters. Journal of Pragmatics, 43(6), 1818–1835.CrossRefGoogle Scholar
Shively, R. L. (2015). Developing interactional competence during study abroad: Listener responses in L2 Spanish. System, 48, 86–98.Google Scholar
Shively, R. L. (2018). Learning and Using Conversational Humor in a Second Language during Study Abroad. Berlin: De Gruyter.Google Scholar
Siegal, M. (1994). Looking east: Learning Japanese as a second language and the interaction of race, gender, and social context. Unpublished doctoral dissertation, University of California, Berkeley.Google Scholar
Taguchi, N. (2008). The role of learning environment in the development of pragmatic comprehension: A comparison of gains between EFL and ESL learners. Studies in Second Language Acquisition, 30(4), 423–452.CrossRefGoogle Scholar
Taguchi, N. (2011a). Do proficiency and study-abroad experience affect speech act production? Analysis of appropriateness, accuracy, and fluency. International Review of Applied Linguistics, 49(4), 265–293.Google Scholar
Taguchi, N. (2011b). The effect of L2 proficiency and study-abroad experience on pragmatic comprehension. Language Learning, 61(3), 904–939.Google Scholar
Taguchi, N. (2013). Production of routines in L2 English: Effect of proficiency and study-abroad experience. System, 41, 109–121.CrossRefGoogle Scholar
Taguchi, N. (2014). Cross-cultural adaptability and development of speech act production in study abroad. International Journal of Applied Linguistics, 25(3), 343–365.Google Scholar
Taguchi, N., Xiao, F., and Li, S. (2016). Effects of intercultural competence and social contact on speech act production in a Chinese study abroad context. The Modern Language Journal, 100(4), 775–796.Google Scholar
Trentman, E. (2017). Oral fluency, sociolinguistic competence, and language contact: Arabic learners studying abroad in Egypt. System, 69, 54–64.Google Scholar
Vilar Beltrán, E. (2014). Length of stay abroad: Effects of time on the speech act of requesting. International Journal of English Studies, 14(1), 79–96.Google Scholar
Warga, M. and Schölmberger, U. (2007). The acquisition of French apologetic behavior in a study abroad context. Intercultural Pragmatics, 4(2), 221–251.Google Scholar
Welch, C. (2009). The emergence of pragmatic softeners in Spanish by instructed learners of Spanish in the study abroad and immersion contexts. Unpublished doctoral dissertation. University of Texas at Arlington.Google Scholar
Whatley, M. (2013). The acquisition of past tense variation by L2 learners of Spanish in an abroad context. In Cabrelli Amaro, J., Lord, G., de Prada Pérez, A., and Aaron, J. E, eds., Selected Proceedings of the 16th Hispanic Linguistics Symposium. Somerville, MA: Cascadilla Press, pp. 190–205.Google Scholar
Winke, P. and Teng, C. (2010). Using task-based pragmatics tutorials while studying abroad in China. Intercultural Pragmatics, 7(2), 363–399.Google Scholar
Woodfield, H. (2012). “I think maybe I want to lend the notes from you”: Development of request modification in graduate learners. In Economidou-Kogetsidis, M. and Woodfield, H., eds., Interlanguage Request Modification. Amsterdam: John Benjamins, pp. 9–49.Google Scholar
Xiao, F., Taguchi, N. and Li, S. (2019). Effects of proficiency subskills on pragmatic development in L2 Chinese study abroad. Studies in Second Language Acquisition, 41(2), 469–483.Google Scholar
Xu, W., Case, R. E., and Wang, Y. (2009). Pragmatic and grammatical competence, length of residence, and overall L2 proficiency. System, 37(2), 205–216.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×