{"id":{"repo_id":"cambridge","oai_identifier":"oai:www.repository.cam.ac.uk:1810/395934"},"canonical_url":"https://search.dev.ndltd.org/etd/cambridge/oai:www.repository.cam.ac.uk:1810/395934","repository":{"repo_id":"cambridge","name":"Cambridge University","base_url":"https://api.repository.cam.ac.uk/server/oai/request"},"display":{"title":"Individual Network of Linguistic Practice (INoLP): A Social Network Approach to International Students' Pragmatic Development","abstract":"Study abroad (SA) programs have long been recognised as beneficial for language learning, as they immerse learners in the target language community and promote interactions with target language speakers (Kennedy Terry, 2022). Extensive SA research has explored the impact of language use and interactions on the development of various L2 skills (e.g., Isabelli‐García, 2010; Lybeck, 2002; Xie & Liu, 2021), while their impact on L2 pragmatic competence remains underexplored. Existing SA studies have adopted various approaches to conceptualise and measure social interaction, with social network analysis emerging as a prominent lens. This method describes individuals’ social connections and captures comprehensive dimensions of language use and interactions within these networks (Marin & Wellman, 2011; Milroy, 1987). Nevertheless, research employing social network analysis in SA contexts has predominantly focused on assessing L2 proficiency gains (e.g., Dewey et al., 2012, 2013; McManus et al., 2014), leaving a notable gap in exploring pragmatic variations. Bridging these research gaps, this study investigates the relationship between international students’ social networks and pragmatic development. I introduce the Individual Network of Linguistic Practice (INoLP) framework, extending Zappa-Hollman & Duff's (2015) Individual Network of Practice (INoP) by explicitly integrating social and linguistic dimensions. The INoLP framework quantifies social network properties—including size, density, similarity, presence of L2-speaking interlocutors, strength of ties, frequency of contact, and tie dispersion—and distinguishes between L1 and L2 interactions, categorising exchanges with co-nationals, host-nationals, and multi-nationals (McFaul, 2016). Employing a sequential mixed-methods approach, this study first examines quantitative relationships between social network properties and pragmatic competence. It then conducts a longitudinal investigation of six international students, tracing the trajectories of their social network evolution and pragmatic development while analysing their perceptions of how these interactions shape their L2 pragmatic competence over time. Quantitative findings reveal significant associations between INoLP social network properties and pragmatic competence. Specifically, larger networks, greater L2 engagement, and diverse ties are positively linked to L2 pragmatic competence, while over-reliance on L1-speaking networks negatively impacts development. Qualitative data further uncover key mechanisms driving these relationships, including exposure to L2 norms, emotional support, constructive feedback, and the influence of group belonging. Longitudinal findings illustrate diverse developmental trajectories, shaped by a complex interplay of social networks, individual agency, emotional well-being, and external pressures. This study makes both theoretical and methodological contributions. The INoLP framework offers a novel approach to studying pragmatic development through social network analysis, enabling a more comprehensive and quantifiable investigation of language-related social interactions in SA contexts. Methodologically, the integration of quantitative and qualitative analyses offers a rigorous and nuanced understanding of how social networks shape pragmatic development, with Stage 1 representing the first systematic attempt to quantitatively assess pragmatic competence through a social network lens. Beyond its academic contributions, the findings provide practical insights for enhancing linguistic and social success among international students in SA settings.","abstract_html":"Study abroad (SA) programs have long been recognised as beneficial for language learning, as they immerse learners in the target language community and promote interactions with target language speakers (Kennedy Terry, 2022). Extensive SA research has explored the impact of language use and interactions on the development of various L2 skills (e.g., Isabelli‐García, 2010; Lybeck, 2002; Xie & Liu, 2021), while their impact on L2 pragmatic competence remains underexplored. Existing SA studies have adopted various approaches to conceptualise and measure social interaction, with social network analysis emerging as a prominent lens. This method describes individuals’ social connections and captures comprehensive dimensions of language use and interactions within these networks (Marin & Wellman, 2011; Milroy, 1987). Nevertheless, research employing social network analysis in SA contexts has predominantly focused on assessing L2 proficiency gains (e.g., Dewey et al., 2012, 2013; McManus et al., 2014), leaving a notable gap in exploring pragmatic variations. Bridging these research gaps, this study investigates the relationship between international students’ social networks and pragmatic development. I introduce the Individual Network of Linguistic Practice (INoLP) framework, extending Zappa-Hollman & Duff's (2015) Individual Network of Practice (INoP) by explicitly integrating social and linguistic dimensions. The INoLP framework quantifies social network properties—including size, density, similarity, presence of L2-speaking interlocutors, strength of ties, frequency of contact, and tie dispersion—and distinguishes between L1 and L2 interactions, categorising exchanges with co-nationals, host-nationals, and multi-nationals (McFaul, 2016). Employing a sequential mixed-methods approach, this study first examines quantitative relationships between social network properties and pragmatic competence. It then conducts a longitudinal investigation of six international students, tracing the trajectories of their social network evolution and pragmatic development while analysing their perceptions of how these interactions shape their L2 pragmatic competence over time. Quantitative findings reveal significant associations between INoLP social network properties and pragmatic competence. Specifically, larger networks, greater L2 engagement, and diverse ties are positively linked to L2 pragmatic competence, while over-reliance on L1-speaking networks negatively impacts development. Qualitative data further uncover key mechanisms driving these relationships, including exposure to L2 norms, emotional support, constructive feedback, and the influence of group belonging. Longitudinal findings illustrate diverse developmental trajectories, shaped by a complex interplay of social networks, individual agency, emotional well-being, and external pressures. This study makes both theoretical and methodological contributions. The INoLP framework offers a novel approach to studying pragmatic development through social network analysis, enabling a more comprehensive and quantifiable investigation of language-related social interactions in SA contexts. Methodologically, the integration of quantitative and qualitative analyses offers a rigorous and nuanced understanding of how social networks shape pragmatic development, with Stage 1 representing the first systematic attempt to quantitatively assess pragmatic competence through a social network lens. Beyond its academic contributions, the findings provide practical insights for enhancing linguistic and social success among international students in SA settings.","abstract_has_math":false,"creators":["Han, Chunxiao"],"institution":"University of Cambridge","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Liu, Yongcan"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-04-15","date_published":"2025-04-15","updated_at":"2026-07-22T22:24:20Z","subjects":["pragmatic competence","social network analysis","study abroad"],"languages":["eng"],"rights":[],"rights_urls":["https://www.repository.cam.ac.uk/bitstreams/8c7bd2f8-0159-4fad-832b-04d003635d9f/download","http://purl.org/NET/rdflicense/allrightsreserved"],"identifier_entries":[]},"links":{"outbound_url":"https://doi.org/10.17863/CAM.125282","outbound_label":"DOI","outbound_source":"dc:identifier.doi"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Liu, Yongcan"]},{"key":"dc:creator","label":"Author","values":["Han, Chunxiao"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2025-04-15"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cambridge"]},{"key":"dc:relation.isreferencedby.uri","label":"Dc Relation Isreferencedby URI","values":["https://www.repository.cam.ac.uk/handle/1810/395934"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["pragmatic competence","social network analysis","study abroad"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["https://www.repository.cam.ac.uk/bitstreams/8c7bd2f8-0159-4fad-832b-04d003635d9f/download","http://purl.org/NET/rdflicense/allrightsreserved"]},{"key":"dc:rights.embargotype","label":"Dc Rights Embargotype","values":["controlled.access"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.17863/CAM.125282"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://www.repository.cam.ac.uk/bitstreams/c7f9ed19-7d09-49c4-b941-9e8299b432f1/download"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Study abroad (SA) programs have long been recognised as beneficial for language learning, as they immerse learners in the target language community and promote interactions with target language speakers (Kennedy Terry, 2022). 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Quantitative findings reveal significant associations between INoLP social network properties and pragmatic competence. Specifically, larger networks, greater L2 engagement, and diverse ties are positively linked to L2 pragmatic competence, while over-reliance on L1-speaking networks negatively impacts development. Qualitative data further uncover key mechanisms driving these relationships, including exposure to L2 norms, emotional support, constructive feedback, and the influence of group belonging. Longitudinal findings illustrate diverse developmental trajectories, shaped by a complex interplay of social networks, individual agency, emotional well-being, and external pressures. This study makes both theoretical and methodological contributions. The INoLP framework offers a novel approach to studying pragmatic development through social network analysis, enabling a more comprehensive and quantifiable investigation of language-related social interactions in SA contexts. Methodologically, the integration of quantitative and qualitative analyses offers a rigorous and nuanced understanding of how social networks shape pragmatic development, with Stage 1 representing the first systematic attempt to quantitatively assess pragmatic competence through a social network lens. 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I introduce the Individual Network of Linguistic Practice (INoLP) framework, extending Zappa-Hollman & Duff's (2015) Individual Network of Practice (INoP) by explicitly integrating social and linguistic dimensions. The INoLP framework quantifies social network properties—including size, density, similarity, presence of L2-speaking interlocutors, strength of ties, frequency of contact, and tie dispersion—and distinguishes between L1 and L2 interactions, categorising exchanges with co-nationals, host-nationals, and multi-nationals (McFaul, 2016). Employing a sequential mixed-methods approach, this study first examines quantitative relationships between social network properties and pragmatic competence. It then conducts a longitudinal investigation of six international students, tracing the trajectories of their social network evolution and pragmatic development while analysing their perceptions of how these interactions shape their L2 pragmatic competence over time. Quantitative findings reveal significant associations between INoLP social network properties and pragmatic competence. Specifically, larger networks, greater L2 engagement, and diverse ties are positively linked to L2 pragmatic competence, while over-reliance on L1-speaking networks negatively impacts development. Qualitative data further uncover key mechanisms driving these relationships, including exposure to L2 norms, emotional support, constructive feedback, and the influence of group belonging. Longitudinal findings illustrate diverse developmental trajectories, shaped by a complex interplay of social networks, individual agency, emotional well-being, and external pressures. This study makes both theoretical and methodological contributions. The INoLP framework offers a novel approach to studying pragmatic development through social network analysis, enabling a more comprehensive and quantifiable investigation of language-related social interactions in SA contexts. Methodologically, the integration of quantitative and qualitative analyses offers a rigorous and nuanced understanding of how social networks shape pragmatic development, with Stage 1 representing the first systematic attempt to quantitatively assess pragmatic competence through a social network lens. 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