Abstract
This study investigates the effect of learning environment (study abroad vs. at home) on the pragmatic development of Chinese speakers’ L2 English refusals. A total of 20 Chinese Study Abroad (SA) students participated in the study and their L2 refusals were examined over the course of one academic year. These refusals were compared with those of 20 Chinese At Home (AH) students. Data were collected three times by an 8-situation Multimedia Elicitation Task. The results revealed that the SA students’ overall frequency of opt-outs remained consistent throughout a year’s stay in the L2 community but the study abroad experience influenced their choices sociopragmatically. Regarding repertoire of refusal strategies and that of refusal adjuncts, both groups demonstrated significant development, thus indicating no significant benefit of study abroad in these respects. The findings reveal the complexity of L2 pragmatic development and the importance of longitudinal investigations in such research.
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