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ERIC Number: ED567884
Record Type: Non-Journal
Publication Date: 2013
Pages: 446
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3395-3323-0
Social Networks and Youngspeak in Study Abroad
Fernandez, Julieta
ProQuest LLC, Ph.D. Dissertation, The Pennsylvania State University
Interactions with experienced L2 speakers can have a positive effect on study abroad (SA) students' language acquisition (e.g., development in informal vocabulary use, Schauer, 2009). Many SA students, however, experience difficulties in establishing social networks in Latin America (e.g., Isabelli-Garcia, 2006). SA experience, therefore, cannot be automatically equated with language immersion (Kinginger, 2009). With these considerations in mind, this dissertation examines the development in SA students' use of a specific group of Spanish lexical features that are characteristic of youngspeak (Stenstrom & Jorgensen, 2009), i.e. the unplanned spoken discourse of undergraduate speakers, such as general extenders (Overstreet, 1999) (e.g., "o algo asi" "or something like that"), discourse markers (e.g., "tipo" "like") and colloquial words (e.g., "chamuyar" "sweet talk"). English L1 undergraduate participants (n = 12) at different Spanish L2 proficiency levels were each paired with Argentine experienced speakers of Spanish for the duration of their 4-month sojourn. The conversation partners were 18- to 22-year-old undergraduate students at universities in Buenos Aires. The results revealed a number of trends in participants' exposure to, use, and dispositions toward Argentine youngspeak and their relationship to participants' ability or desire to establish social networks in Argentina. The results revealed that some participants saw the use of youngspeak as a hallmark of L2 proficiency, while others avoided it due to emotional risks. The informal interactions that the participants engaged in with their conversation partners did not always result in increased opportunities to learn informal language features. The majority of the participants reported interacting predominantly with their host families and learning most of the informal language features in their Spanish courses. These courses, however, were found to provide limited pedagogical framing of pragmatic functions and register variation. Implications for study abroad research, language development, and pedagogy are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Argentina (Buenos Aires)