1887
Volume 6, Issue 2
  • ISSN 2215-1478
  • E-ISSN: 2215-1486
USD
Buy:$35.00 + Taxes

Abstract

Abstract

The current investigation examined the development of second language (L2) intensifier use in spoken Spanish over a 6-week immersion program in Madrid ( = 45). Native Spanish speakers from Madrid ( = 10) served as a comparison group to represent the local ambient input or sociopragmatic norm to which L2 learners were exposed. Data were extracted from semi-structured interviews. Results exposed different developmental trends over the program for intensifier frequency, intensifier lexical diversity, and intensifier collocations. While learners already had a strong sense of which intensifiers were most frequent in Spanish and how to use them in appropriate linguistic environments at the beginning of the program, the immersion program had positive impacts on the development of intensifier frequency and intensifier lexical diversity. The findings also highlighted different intensifier frequency developmental trends among learners, which collectively suggested that learners adjusted to the sociopragmatic norm of intensifier use in Madrid over the immersion experience.

Loading

Article metrics loading...

/content/journals/10.1075/ijlcr.19006.cze
2020-12-10
2025-02-10
Loading full text...

Full text loading...

References

  1. Albelda, M.
    (2005) La intensificación en el español coloquial (Unpublished doctoral dissertation). Universitat de Valencia, Spain.
    [Google Scholar]
  2. (2007) La intensificación como categoría pragmática: Revisión y propuesta. Frankfurt: Peter Lang.
    [Google Scholar]
  3. Alcón-Soler, E.
    (2015a) Instruction and pragmatic change during study abroad email communication. Innovation in Language Learning and Teaching, 9(1), 34–45. 10.1080/17501229.2014.995763
    https://doi.org/10.1080/17501229.2014.995763 [Google Scholar]
  4. (2015b) Pragmatic learning and study abroad: Effects of instruction and length of stay. System, 48, 62–74. 10.1016/j.system.2014.09.005
    https://doi.org/10.1016/j.system.2014.09.005 [Google Scholar]
  5. American Council of the Teaching of Foreign Languages (ACTFL)
    American Council of the Teaching of Foreign Languages (ACTFL) (2012) ACTFL proficiency guidelines. Available online athttps://www.actfl.org/resources/actfl-proficiency-guidelines-2012
  6. Anthony, L.
    (2014) AntConc (Version 3.4.4) [Computer Software]. Retreived fromhttps://www.laurenceanthony.net/software
  7. Arjona, M.
    (1990) El adverbio muy y otros intensificadores en el habla popular de México. Anuario de Letras. Lingüística y Filología, 28, 75–96.
    [Google Scholar]
  8. Baños, R.
    (2013) ‘That is so cool’: Investigating the translation of adverbial intensifiers in English-Spanish dubbing through a parallel corpus of sitcoms. Perspectives: Studies in Translatology, 21(4), 526–542. 10.1080/0907676X.2013.831924
    https://doi.org/10.1080/0907676X.2013.831924 [Google Scholar]
  9. Barr, D. J. , Levy, R. , Scheepers, C. , & Tily, H. J.
    (2013) Random effects structure for confirmatory hypothesis testing: Keep it maximal. Journal of Memory and Language, 68(3), 255–278. 10.1016/j.jml.2012.11.001
    https://doi.org/10.1016/j.jml.2012.11.001 [Google Scholar]
  10. Bates, D. M. , Mächler, M. , Bolker, B. , & Walker, S.
    (2016) Lme4: Mixed-effects Modeling with R. Retrieved fromlme4.r-forge.r-project.org/book
  11. Biber, D.
    (1988) Variation across speech and writing. Cambridge: Cambridge University Press. 10.1017/CBO9780511621024
    https://doi.org/10.1017/CBO9780511621024 [Google Scholar]
  12. Bishop, H.
    (2017) The functions of lexical items in the asthma project discourse. In K. Cole & J. Zuengler (Eds.), The research process in classroom discourse analysis (pp.21–42). New York, NY: Routledge.
    [Google Scholar]
  13. Bradac, J. , Mulac, A. , & Thompson, S.
    (1995) Men’s and women’s use of intensifiers and hedges in problem-solving interaction: Molar and molecular analyses. Research on Language and Social Interaction, 28(2), 93–116. 10.1207/s15327973rlsi2802_1
    https://doi.org/10.1207/s15327973rlsi2802_1 [Google Scholar]
  14. Briz, A.
    (1996) Los intensificadores en la conversación coloquial. In A. Briz , J. Gómez , M. Martínez , & Grupo VAL.ES.CO . (Eds.), Pragmática y gramática del español hablado. El español coloquial (pp.13–36). Zaragoza: Pórtico.
    [Google Scholar]
  15. Collentine, J.
    (2004) The effects of learning contexts on morphosyntactic and lexical development. Studies in Second Language Acquisition, 26(2), 227–248. 10.1017/S0272263104262040
    https://doi.org/10.1017/S0272263104262040 [Google Scholar]
  16. Cook, V.
    (2008) Multi-competence: Black hole or wormhole for second language acquisition research. In Z. H. Han (Ed.), Understanding second language process (pp.16–26). Clevedon: Multilingual Matters.
    [Google Scholar]
  17. Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division
    Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division (2001) Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
    [Google Scholar]
  18. Czerwionka, L. , & Cuza, A.
    (2017) A pragmatic analysis of L2 Spanish requests: Acquisition in three situational contexts during short-term study abroad. Intercultural Pragmatics, 14(3), 391–419. 10.1515/ip‑2017‑0016
    https://doi.org/10.1515/ip-2017-0016 [Google Scholar]
  19. Czerwionka, L.
    (2013–2017) The second language study abroad Spanish corpus (L2SAS). Unpublished corpus. In the author’s possession.
    [Google Scholar]
  20. Davies, M.
    (2004–) British National Corpus (BNA). Oxford University Press. Available online athttps://www.english-corpora.org/bnc/
    [Google Scholar]
  21. (2006) A frequency dictionary of Spanish: Core vocabulary for learners. New York, NY: Routledge. 10.4324/9780203415009
    https://doi.org/10.4324/9780203415009 [Google Scholar]
  22. Dings, A.
    (2014) Interactional competence and the development of alignment activity. The Modern Language Journal, 98(3), 742–756. 10.1111/modl.12120
    https://doi.org/10.1111/modl.12120 [Google Scholar]
  23. Eckert, P.
    (2000) Linguistic variation as social practice. Oxford: Blackwell.
    [Google Scholar]
  24. Edmonds, A.
    (2014) Conventional expressions: Investigating pragmatics and processing. Studies in Second Language Acquisition, 36(1), 69–99. 10.1017/S0272263113000557
    https://doi.org/10.1017/S0272263113000557 [Google Scholar]
  25. Edmonds, A. , & Gudmestad, A.
    (2014) Your participation is greatly/highly appreciated: Amplifier collocations in L2 English. Canadian Modern Language Review, 70, 76–102. 10.3138/cmlr.1704
    https://doi.org/10.3138/cmlr.1704 [Google Scholar]
  26. Félix-Brasdefer, J. C. , & Hasler-Barker, M.
    (2015) Complimenting in Spanish in a short-term study abroad context. System, 48, 75–85. 10.1016/j.system.2014.09.006
    https://doi.org/10.1016/j.system.2014.09.006 [Google Scholar]
  27. Freed, B. F.
    (1998) An overview of issues and research in language learning in a study abroad setting. Frontiers: The Interdisciplinary Journal of Study Abroad, 4(2), 31–60. 10.36366/frontiers.v4i1.62
    https://doi.org/10.36366/frontiers.v4i1.62 [Google Scholar]
  28. Gablasova, D. , Brezina, V. , McEnery, T. , & Boyd, E.
    (2015) Epistemic stance in spoken L2 English: The effect of task and speaker style. Applied Linguistics, 38(5), 613–637. 10.1093/applin/amv055
    https://doi.org/10.1093/applin/amv055 [Google Scholar]
  29. Gablasova, D. , Brezina, V. , & McEnery, T.
    (2017) Collocations in corpus-based language learning research: Identifying, comparing, and interpreting the evidence. Language Learning, 67(S1), 155–179. 10.1111/lang.12225
    https://doi.org/10.1111/lang.12225 [Google Scholar]
  30. Gass, S. M. , Behney, J. , & Plonsky, L.
    (2013) Second language acquisition: An introductory course. New York, NY: Routledge. 10.4324/9780203137093
    https://doi.org/10.4324/9780203137093 [Google Scholar]
  31. Geeslin, K. L.
    (2003) A comparison of copula choice in advanced and native Spanish. Language Learning, 53, 703–764. 10.1046/j.1467‑9922.2003.00240.x
    https://doi.org/10.1046/j.1467-9922.2003.00240.x [Google Scholar]
  32. Hunston, S.
    (2002) Corpora in applied linguistics. Cambridge: Cambridge University Press. 10.1017/CBO9781139524773
    https://doi.org/10.1017/CBO9781139524773 [Google Scholar]
  33. Hymes, D.
    (1972) On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics: Selected readings (pp.53–73). Harmondsworth, UK: Penguin.
    [Google Scholar]
  34. The Institute of International Education
    The Institute of International Education (2016) Open doors report. Retrieved fromwww.iie.org/opendoors
    [Google Scholar]
  35. Isabelli-García, C. , Bown, J. , Plews, J. L. , & Dewey, D. P.
    (2018) Language learning and study abroad. Language Teaching, 51(4), 439–484. 10.1017/S026144481800023X
    https://doi.org/10.1017/S026144481800023X [Google Scholar]
  36. Johansson, V.
    (2008) Lexical diversity and lexical density in speech and writing. Lund University, Department of Linguistics and Phonetics. Working Papers, 53, 61–79.
    [Google Scholar]
  37. Kanwit, K. , Elias, V. , & Clay, R.
    (2018) Acquiring intensifier variation abroad: Exploring muy and bien in Spain and Mexico. Foreign Language Annals, 51(2), 455–471. 10.1111/flan.12335
    https://doi.org/10.1111/flan.12335 [Google Scholar]
  38. Kanwit, M. , & Geeslin, K. L.
    (2018) Exploring lexical effects in second language interpretation: The case of mood in Spanish adverbial clauses. Studies in Second Language Acquisition40, 579–603. 10.1017/S0272263117000262
    https://doi.org/10.1017/S0272263117000262 [Google Scholar]
  39. Kanwit, M. , Geeslin, K. L. , & Fafulas, S.
    (2015) Study abroad and the SLA of variable structures: A look at the present perfect, the copula contrast, and the present progressive in Mexico and Spain. Probus, 27(2), 307–348. 10.1515/probus‑2015‑0004
    https://doi.org/10.1515/probus-2015-0004 [Google Scholar]
  40. Kanwit, M. , Teran, V. , & Pisabarro Sarrió, S.
    (2017)  Un fenómeno bien curioso: New methods for analyzing variable intensification across four dialects of Spain and Argentina. Studies in Hispanic and Lusophone Linguistics, 10(2), 259–295. 10.1515/shll‑2017‑0008
    https://doi.org/10.1515/shll-2017-0008 [Google Scholar]
  41. Kasper, G. , & Rose, K. R.
    (2001) Pragmatics in language teaching. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp.1–10). Cambridge: Cambridge University Press. 10.1017/CBO9781139524797.003
    https://doi.org/10.1017/CBO9781139524797.003 [Google Scholar]
  42. Kennedy, G.
    (2003) Amplifier collocations in the British National Corpus: Implications for English language teaching. TESOL Quarterly, 37(3), 467–487. 10.2307/3588400
    https://doi.org/10.2307/3588400 [Google Scholar]
  43. Kuznetsova, A. , Brockhoff, P. B. , & Christensen, R. H. B.
    (2014) lmerTest: Tests in linear mixed effects models. Retrieved fromCRAN.R-project.org/package=lmerTest
  44. Lafford, B. A.
    (1995) Getting into, through and out of a survival situation: a comparison of communicative strategies used by students studying Spanish abroad and ‘at home’. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp.97–121). Amsterdam, Netherlands: John Benjamins. 10.1075/sibil.9.08laf
    https://doi.org/10.1075/sibil.9.08laf [Google Scholar]
  45. (2004) The effect of the context of learning on the use of communication strategies by learners of Spanish as a second language. Studies in Second Language Acquisition, 26(2), 201–225. 10.1017/S0272263104262039
    https://doi.org/10.1017/S0272263104262039 [Google Scholar]
  46. (2006) The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. InSelected Proceedings of the 7th Conference on the Acquisition of Spanish and Portuguese as First and Second Languages (pp.1–25). Somerville, MA: Cascadilla Proceedings Project.
    [Google Scholar]
  47. Lakoff, R.
    (1973) Language and women’s place. Language in Society, 2, 45–80. 10.1017/S0047404500000051
    https://doi.org/10.1017/S0047404500000051 [Google Scholar]
  48. (1975) Language and women’s place. New York, NY: Harper and Row.
    [Google Scholar]
  49. Leaper, C. , & Robnett, R.
    (2011) Women are more likely than men to use tentative language, aren’t they? A meta-analysis testing for gender differences and moderators. Psychology of Woman Quarterly, 35(1), 129–142. 10.1177/0361684310392728
    https://doi.org/10.1177/0361684310392728 [Google Scholar]
  50. Leech, G.
    (1983) Principles of pragmatics. London: Longman.
    [Google Scholar]
  51. Li, S.
    (2014) The effects of different levels of linguistic proficiency on the development of L2 Chinese request production during study abroad. System, 45(1), 103–116. 10.1016/j.system.2014.05.001
    https://doi.org/10.1016/j.system.2014.05.001 [Google Scholar]
  52. Lorenz, G.
    (1998) Overstatement in advanced learners’ writing: stylistic aspects of adjective intensification. In S. Granger (Ed.), Learner English on computer (pp.53–66). New York, NY: Longman.
    [Google Scholar]
  53. Martin, J. , & White, P.
    (2005) The language of evaluation: Appraisal in English. New York, NY: Palgrave Macmillan. 10.1057/9780230511910
    https://doi.org/10.1057/9780230511910 [Google Scholar]
  54. Montrul, S.
    (2012)  dele Proficiency Test. Retrieved fromhttps://nhlrc.ucla.edu/nhlrc/data/example
  55. Montrul, S. , Foote, T. , & Perpiñán, S.
    (2008) Knowledge of wh-movement in Spanish L2 learners and heritage speakers. In J. B. Garavito & E. Valenzuela (Eds.), Proceedings of the 10th Hispanic Linguistic Symposium (pp.93–106). Somerville, MA: Cascadilla Proceedings Project.
    [Google Scholar]
  56. Ortega, L.
    (2010, March). The bilingual turn in SLA. Plenary paper presented at theAnnual Conference of the American Association for Applied Linguistics (AAAL), Atlanta, Georgia.
    [Google Scholar]
  57. Ortega, L. , & Byrnes, H.
    (2008) The longitudinal study of advanced L2 capacities. New York, NY: Routledge.
    [Google Scholar]
  58. Pérez-Paredes, P. , & Díez-Bedmar, M. B.
    (2012) The use of intensifying adverbs in learner writing. In Y. Tono , Y. Kawaguchi , & M. Minegishi (Eds.), Developmental and crosslinguistic perspectives in learner corpus research (pp.105–123). Amsterdam, Netherlands: John Benjamins. 10.1075/tufs.4.11per
    https://doi.org/10.1075/tufs.4.11per [Google Scholar]
  59. Pérez-Vidal, C. , & Juan-Garau, M.
    (2009) The effect of study abroad (SA) on written performance. Eurosla Yearbook, 9(1), 269–295. 10.1075/eurosla.9.13per
    https://doi.org/10.1075/eurosla.9.13per [Google Scholar]
  60. Pérez-Vidal, C. , & Shively, R.
    (2019) L2 pragmatic development in study abroad settings. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp.355–371). New York, NY: Routledge. 10.4324/9781351164085‑23
    https://doi.org/10.4324/9781351164085-23 [Google Scholar]
  61. Philip, G.
    (2007) Decomposition and delexicalisation in learners’ collocational (mis)behavior. Online Proceedings of Corpus Linguistics 2007. Retrieved fromucrel.lancs.ac.uk/publications/CL2007/paper/170_Paper.pdf
    [Google Scholar]
  62. Quirk, R. , Greenbaum, S. , Leech, G. , & Svartvik, J.
    (1992) A grammar of contemporary English. Harlow: Longman.
    [Google Scholar]
  63. R Core Team
    R Core Team (2018) R: A language and environment for statistical computing. R foundation for Statistical Computing, Vienna, Austria. Retrieved fromwww.R-project.org
    [Google Scholar]
  64. Recski, L. J.
    (2004) “… It’s really ultimately very cruel …”: contrasting English intensifier collocations across EFL writing and academic spoken discourse. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, 20(2), 211–234. 10.1590/S0102‑44502004000200002
    https://doi.org/10.1590/S0102-44502004000200002 [Google Scholar]
  65. Salgado-Robles, F.
    (2014) Variación dialectal por aprendientes de español en un uperla de inmersión en el extranjero: Un análisis cuantitativo del uso leísta en el discurso oral y escrito. Lenguas Modernas, 43, 97–112.
    [Google Scholar]
  66. Sardabi, N. , & Afghari, A.
    (2015) Gender differences in the use of intensifiers. Journal of Applied Linguistics and Language Research2(7), 203–213.
    [Google Scholar]
  67. Schauer, G.
    (2009) Interlanguage pragmatic development: The study abroad context. London: Continuum.
    [Google Scholar]
  68. Schneider, K. P.
    (2014) Pragmatic variation and cultural models. In M. Pütz , J. A. Robinson , & M. Reif (Eds.), Cognitive sociolinguistics: Social and cultural variation in cognition and language use (pp.107–132). Amsterdam, Netherlands: John Benjamins. 10.1075/bct.59.05sch
    https://doi.org/10.1075/bct.59.05sch [Google Scholar]
  69. Segalowitz, N. & Freed, B.
    (2004) Context, contact, and cognition in oral fluency acquisition: learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26(2), 173–199. 10.1017/S0272263104262027
    https://doi.org/10.1017/S0272263104262027 [Google Scholar]
  70. Serradilla Castaño, A. M.
    (2006) Bien + adjetivo como perífrasis de superlative en español: Particularidades semánticas y sintácticas. Verba, 33, 215–233.
    [Google Scholar]
  71. Shively, R. L.
    (2011) L2 pragmatic development in study abroad: A longitudinal study of Spanish service encounters. Journal of Pragmatics, 43(6), 1818–1835. 10.1016/j.pragma.2010.10.030
    https://doi.org/10.1016/j.pragma.2010.10.030 [Google Scholar]
  72. (2016) Development of assessments in L2 Spanish during study abroad. Journal of Spanish Language Teaching, 3(2), 157–170. 10.1080/23247797.2016.1251779
    https://doi.org/10.1080/23247797.2016.1251779 [Google Scholar]
  73. Slabakova, R. , Kempchinsky, P. , & Rothman, J.
    (2012) Clitic-doubled left dislocation and focus fronting in L2 Spanish: A case of successful acquisition at the syntax–discourse interface. Second Language Research, 28(3), 319–343. 10.1177/0267658312447612
    https://doi.org/10.1177/0267658312447612 [Google Scholar]
  74. Smadja, F.
    (1993) Retrieving collocations from text: Xtract. Computational Linguistics, 19(1), 143–177.
    [Google Scholar]
  75. Swales, J. & Burke, A.
    (2003) “It’s really fascinating work”: Differences in evaluative adjectives across academic registers. In P. Leistyna & C. Meyer (Eds.), Corpus analysis: Language structure and language use (pp.1–18). Amsterdam, Netherlands: Rodopi. 10.1163/9789004334410_002
    https://doi.org/10.1163/9789004334410_002 [Google Scholar]
  76. Tagliamonte, S. A.
    (2006) Analysing sociolinguistic variation. Cambridge: Cambridge University Press. 10.1017/CBO9780511801624
    https://doi.org/10.1017/CBO9780511801624 [Google Scholar]
  77. Taguchi, N.
    (2014) Development of interactional competence in Japanese as a second language: Use of incomplete sentences as interactional resources. The Modern Language Journal, 98(2), 518–535. 10.1111/modl.12087
    https://doi.org/10.1111/modl.12087 [Google Scholar]
  78. (2015) ‘Contextually’ speaking: A survey of pragmatic learning abroad, in class, and online. System, 48, 3–20. 10.1016/j.system.2014.09.001
    https://doi.org/10.1016/j.system.2014.09.001 [Google Scholar]
  79. White, L. , Valenzuela, E. , Kozlowska-MacGregor, M. , & Leung, Y. K.
    (2004) Gender and number agreement in nonnative Spanish. Applied Psycholinguistics, 25, 105–133. 10.1017/S0142716404001067
    https://doi.org/10.1017/S0142716404001067 [Google Scholar]
  80. Wyner, L. , & Cohen, A. D.
    (2015) Second language pragmatic ability: Individual differences according to environment. Studies in Second Language Learning and Teaching, 5(4), 519–556. 10.14746/ssllt.2015.5.4.2
    https://doi.org/10.14746/ssllt.2015.5.4.2 [Google Scholar]
  81. Xiao, R. , & Tao, H.
    (2007) A corpus-based sociolinguistic study of amplifies in British English. Sociolinguistic Studies, 1(2), 241–273. 10.1558/sols.v1i2.241
    https://doi.org/10.1558/sols.v1i2.241 [Google Scholar]
/content/journals/10.1075/ijlcr.19006.cze
Loading
/content/journals/10.1075/ijlcr.19006.cze
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error