The role of prior and actual situational context in conversational routines produced by Chinese learners of English

Abstract

This study aims to investigate the effects of English proficiency (EP) and study-abroad (SA) experience on routine production among 143 Chinese university English learners. The interplay of learners’ mastery of prior context (PC) and actual situational context (ASC) knowledge reflected their productive competence of routines (PCR). Participants were divided into three groups based on their EP levels and length of SA experience: high EP without SA, low EP without SA, and high EP with SA. A pilot study with 41 American native speakers was conducted to determine the target response set as the baseline. A seven-item computer-animated production task was used to elicit routines that revealed learners’ mastery of ASC and PC knowledge. The findings revealed that EP was only necessary for learners’ PC knowledge and PCR. SA experience, alongside SA and EP interaction, had a significant impact on both sides of ASC and PC knowledge, as well as learners’ overall PCR.