Date of Award




Document Type


Degree Name

Doctor of Philosophy (PhD)


Department of Education Theory and Practice

Content Description

1 online resource (ii, vii, 157 pages) : illustrations (some color)

Dissertation/Thesis Chair

Istvan Kecskes

Committee Members

Monika Kirner-Ludwig, Anqi Ding


Chinese as a second language, conceptual socialization, pragmatic functions, situation-bound utterances, Second language acquisition, Chinese language, Language and culture, Intercultural communication, Context (Linguistics), Conversation analysis, Implicit learning

Subject Categories

Education | Reading and Language


Second language learners’ performance in terms of situation-bound utterances (SBUs) to a great extent reflects how well they conceptually socialize in the target speech community and also represents their willingness to abide by the collectively accepted rules of social interaction. That is because second language learners not only have to memorize certain linguistic structures in order to communicate in social encounters, but also have the freedom to select whether and to what extent to use expressions with literal meanings or expressions with metaphorical meanings. The process of conceptual socialization is usually culture-specific and determined by a mixture of factors, such as quality and quantity of exposure to the target language and culture, motivation, anxiety, personal preferences, investment, willingness, etc.