Using task-based pragmatics tutorials while studying abroad in China

Abstract

This paper details how a task-based tutorial program for students studying abroad in China can improve the students' pragmatic competence and cross-cultural awareness. We describe the pragmatics tutoring curriculum, the pragmatics learning journals that are part of the curriculum, and a Chinese pragmatics test that we developed and used for this study. Pre- and post-tests of oral Chinese pragmatic ability were given to an experimental group (N = 19) of students who took the tutorial program while studying abroad in China for a summer and to a control group (N = 19) of students who did not take the program or study abroad. The test results, learning journals, and end-of-program surveys showed that the experimental group improved their pragmatic performance and cross-cultural awareness and had a positive attitude toward the enhanced study-abroad program. The study demonstrates that a summer study-abroad program that uses native-speaker interaction to improve pragmatic ability is beneficial. We discuss how and why the explicit teaching of pragmatics can and should be fully integrated into a study-abroad curriculum.