1887
Volume 19, Issue 1
  • ISSN 1571-0718
  • E-ISSN: 1571-0726
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Abstract

Abstract

This study investigates how Chinese learners of Spanish, who have a T/V distinction in their first language (L1), use the T/V address forms in Spanish as a second language (L2). Findings show that the learners rely mainly on their L1 pragmatic knowledge to employ the T/V in the L2. Despite having relatively good grammatical control of T/V, the learners produced frequent T/V alternation due to negative pragmatic transfer. In Chinese using V normally conveys speaker’s perception of a high-power differential and in relationships that are borderline T or V usage, shifting from T to V can convey deference and tends to co-occur with face-threatening or face-enhancing acts. The learners transferred from Chinese their tendency to use V to express deference and overutilized this politeness strategy in Spanish regardless of their relationship with the addressee. This problematic usage may generate negative social consequences and calls for pedagogical intervention.

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/content/journals/10.1075/sic.19018.wan
2022-01-14
2022-12-02
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  • Article Type: Research Article
Keyword(s): Chinese; L2 Spanish; T/V address forms
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