The study uses a multi-method approach to examine how two male Australian learners of Indonesian develop in their stance towards making complaints, during a short stay in Indonesia. One learner, Paul, adopted an initial stance of sweetnatured tolerance, whereby he was highly reluctant to complain regardless of whether native speakers would do so. However, he came to abandon that stance and assert the same rights to complain as native speakers do. The other learner, Oscar, followed a very different path of development. He came to feel strongly alienated within his L2 setting, which made him increasingly reluctant to make complaints regardless of whether native speakers would complain or not. This contrasting identity development of Paul and Oscar also affected their learning about L2 pragmatic norms. Paul developed new and more confidently-held beliefs about native norms for when to complain. By contrast, Oscar's sense of identity as an outsider made it hard for him to form confident perceptions about those norms. These two case studies demonstrate that L2 learners' sociopragmatic development during study abroad is closely linked to the process of constructing an L2 identity. Thus, they may become either more or less ready to adopt native pragmatic norms with increased time in the L2 culture setting, depending on the trajectory of their identity development. Also, learners' L2 identities influence their very ability to learn about native-speaker sociopragmatic norms.
|Publication status||Published - 2014|
|Event||Languages & Cultures Network for Australian Universities Colloquium (LCNAU 2013) - The Second National LCNAU Colloquium - Canberra, Australia|
Duration: 1 Jan 2014 → …
|Conference||Languages & Cultures Network for Australian Universities Colloquium (LCNAU 2013) - The Second National LCNAU Colloquium|
|Period||1/01/14 → …|