International Students Second Language Pragmalinguistic Change, Culture Shock and Socıal Identity Relation

Abstract

This mixed-methods study explores the interrelationships among pragmalinguistic change, culture shock, and social identity of 40 international students in the Bridge to Academic Success in English (BASE) program at Renison University College affiliated by University of Waterloo. Data were collected using a questionnaire, discourse completion tests, and semi-structured interviews, and analyzed through SPSS, CCSARP coding manual used by Blum-Kulka et al., and thematic analysis. The findings suggest that participants experienced culture shock, as shown by the questionnaire, DCTs, and interviews. Pragmalinguistic development also improved, bringing participants closer to native speakers, as measured by the control group of Canadian undergraduate students. Participants reported decreased interpersonal stress over time, indicating the BASE program's positive impact on social identity. This study contributes to the literature on second language acquisition and cross-cultural communication, providing insights into the complex relationships among pragmalinguistic development, culture shock, and social identity of international students. Utilizing the CCSARP coding manual and thematic analysis provides rigor and credibility to the study's findings. This study's comprehensive approach distinguishes it from prior research that focused on a single aspect of international student experiences. Conducting the research in a particular cultural context offers a unique perspective on the international student experience at Renison University College. The study provides a nuanced and holistic understanding of the challenges international students face when adapting to new language and culture. These findings may assist educators, researchers, and practitioners in providing necessary support and resources to international students to succeed in their academic and personal growth.