Abstract
With internationalization of higher education, increasing number of studies are paying attention to the effect of study abroad (SA) on international students’ academic or language achievements. While most previous SA empirical studies on second language (L2) pragmatic development focused on finding out learners’ comprehension or production of certain pragmatic features, few have explored how their pragmatic competence developed during SA. This qualitative case study aims to examine how four international students from China applied the conversation routines they noticed during SA into communication practice during SA in the UK. Interview data were collected and analyzed. It was found that during SA the students: a. developed different and new knowledge of L2 (English) conversation routines; b. revealed evidence of L2 pragmatic development in terms of pragmalinguistic and sociopragmatic competence. Several factors may have played facilitative role in their pragmatic development: attention to L2 input, positive L1 pragmatic transfer, positive attitude and strong motivation towards L2 language and culture, etc.
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