Epistemic stance in L2 English discourse

Abstract

Abstract This study investigates the development of pragmatic strategies in study abroad among a group of upper-intermediate to advanced second language (L2) learners studying in English as a lingua franca (ELF) context. For this purpose, their use of epistemic stance markers (EMs) was observed before, during, immediately after, and six months after their study abroad over a period of two years. An analysis of our qualitative results found significant inter-speaker variations in the use of EMs. This close analysis demonstrates that learners with lower-level speaking skills relied more on lexical verbs and adverbs when expressing their epistemic stance than those with higher-level speaking skills. This finding is in accordance with previous studies. Furthermore, our qualitative analysis of two learners demonstrates their pragmatic development through a more nuanced hedged assertion, as well as the non-linear and complex nature of their development. In addition, the pedagogical implications of this study are discussed from the ELF perspective.