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This study investigates the development of pragmatic markers (PMs) in English among children and adult L2 learners in different learning contexts: study abroad (SA) and at home (AH). Results indicate that children in the SA context improved their use of PMs, while those learning at home did not show development, and both adult groups increased their PM usage. The findings emphasize the importance of age and context in L2 pragmatic development, particularly for children, and contribute to the limited researc

Author

casamiragalasinao

Language

EN