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Narratives of infertile Muslim women: the construction of personal and socio-cultural identities in weblogs
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The influence of student perception of teacher emotional intelligence and happiness on foreign language learning
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Science in exile: EAL academic literacies development of established Syrian academics
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The influence of L2 on L1: metapragmatic judgments of L1 non-verbal greetings by Saudi L2 speakers of English - a mixed methods study
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Abstract:
This study investigates the influence of English L2 on metapragmatic judgments of Arabic L1 non-verbal greetings behaviours. Through a sequential mixed methods approach, it looks at the effect of length of residence in the L2 target culture, cultural orientation, and personality traits on metapragmatic judgments of L1 non-verbal greetings by Saudi residents in the UK. The participants are 437 Saudi and British adults, made up of three groups: 1) Saudis with experience of living in the UK with English as their L2; 2) Saudis in Saudi Arabia who had never lived in the UK with English as their L2; and 3) British L1 English speakers living in the UK who had never been to Saudi Arabia. The data was collected using an online questionnaire and semi-structured interviews. The online survey consisted of scales on appropriateness of non-verbal greeting behaviours displayed in four social relational situations, the Vancouver Index of Acculturation, and the Multicultural Personality Questionnaire. This quantitative data was complemented by the qualitative data collected through semi-structured interviews with nine UK-based Saudi adults. There was variation found between the three groups in their metapragmatic judgments of Saudi non-verbal greetings. Moreover, attachment to L1 Saudi culture was positively linked with UK-based Saudis’ metapragmatic judgments of L1 non-verbal greetings, whereas acceptance of L2 British culture negatively affected their judgments of L1 non-verbal greeting behaviours. Amongst UK-based Saudis, Cultural Empathy and Openmindedness were both strongly related to appropriateness ratings of various L1 non-verbal greetings behaviours. There was also a link with levels of Social Initiative, and Flexibility. This suggests that a person’s L2 influences their metapragmatic awareness of their L1, confirming the principle of multi-competence of L2 users (Cook, 1992, 2003).
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/45967/1/Hessa%20Alshahrani%27s%20Thesis.pdf
https://eprints.bbk.ac.uk/id/eprint/45967/
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Whose Karate? Language and cultural learning in a multilingual Karate club in London
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Deux ou trois choses que je sais d’elles : les variantes émergentes en français multiculturel de la région parisienne
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Emotion recognition ability across different modalities: the role of language status (L1/LX), proficiency and cultural background
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Visual cues and perception of emotional intensity among L1 and LX users of English
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Closest conjunct agreement in replacives: experimental evidence from Estonian
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Do you see / hear / understand how he feels? Multimodal perception of a Chinese speaker’s emotional state across languages and cultures
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How to prepare psychotherapists for interpreter-mediated therapy?
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Academic socialisation through collaboration: textual interventions in supporting exiled scholars’ academic literacies development
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Negotiating the language(s) for psychotherapy talk: a mixed methods study from the perspective of multilingual clients
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The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety
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The East India Company Language Policy in the early 19th Century
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Activism signage, emplacement, and sense of public space: a mixed methods study of the linguistic landscape of Bloomsbury
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The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
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The predictive power of sociobiographical and linguistic variables on foreign language anxiety of Chinese university students
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Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English?
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