Article published in:
International Journal of Learner Corpus Research
Vol. 6:2 (2020) ► pp. 125–162

Pragmatic development during study abroad

L2 intensifiers in spoken Spanish

| Purdue University
| Purdue University
The current investigation examined the development of second language (L2) intensifier use in spoken Spanish over a 6-week immersion program in Madrid (n = 45). Native Spanish speakers from Madrid (n = 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.
Keywords: intensifier frequency, intensifier collocation, intensifier lexical diversity, second language (L2), L2 pragmatics, Spanish, study abroad, immersion
Published online: 10 December 2020
https://doi.org/10.1075/ijlcr.19006.cze
References

References

Albelda, M.
(2005) La intensificación en el español coloquial (Unpublished doctoral dissertation). Universitat de Valencia, Spain.Google Scholar
(2007) La intensificación como categoría pragmática: Revisión y propuesta. Frankfurt: Peter Lang.Google Scholar
Alcón-Soler, E.
(2015a) Instruction and pragmatic change during study abroad email communication. Innovation in Language Learning and Teaching, 9(1), 34–45. CrossrefGoogle Scholar
(2015b) Pragmatic learning and study abroad: Effects of instruction and length of stay. System, 48, 62–74. CrossrefGoogle Scholar
American Council of the Teaching of Foreign Languages (ACTFL)
(2012) ACTFL proficiency guidelines. Available online at https://​www​.actfl​.org​/resources​/actfl​-proficiency​-guidelines​-2012
Anthony, L.
(2014) AntConc (Version 3.4.4) [Computer Software]. Retreived from https://​www​.laurenceanthony​.net​/software
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
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
Bates, D. M., Mächler, M., Bolker, B., & Walker, S.
(2016) Lme4: Mixed-effects Modeling with R. Retrieved from http://​lme4​.r​-forge​.r​-project​.org​/book
Biber, D.
(1988) Variation across speech and writing. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
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
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. CrossrefGoogle Scholar
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
Collentine, J.
(2004) The effects of learning contexts on morphosyntactic and lexical development. Studies in Second Language Acquisition, 26(2), 227–248. CrossrefGoogle Scholar
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
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
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. CrossrefGoogle Scholar
Czerwionka, L.
(2013–2017) The second language study abroad Spanish corpus (L2SAS). Unpublished corpus. In the author’s possession.Google Scholar
Davies, M.
(2004–) British National Corpus (BNA). Oxford University Press. Available online at https://​www​.english​-corpora​.org​/bnc/
(2006) A frequency dictionary of Spanish: Core vocabulary for learners. New York, NY: Routledge. CrossrefGoogle Scholar
Dings, A.
(2014) Interactional competence and the development of alignment activity. The Modern Language Journal, 98(3), 742–756. CrossrefGoogle Scholar
Eckert, P.
(2000) Linguistic variation as social practice. Oxford: Blackwell.Google Scholar
Edmonds, A.
(2014) Conventional expressions: Investigating pragmatics and processing. Studies in Second Language Acquisition, 36(1), 69–99. CrossrefGoogle Scholar
Edmonds, A., & Gudmestad, A.
(2014) Your participation is greatly/highly appreciated: Amplifier collocations in L2 English. Canadian Modern Language Review, 70, 76–102. CrossrefGoogle Scholar
Félix-Brasdefer, J. C., & Hasler-Barker, M.
(2015) Complimenting in Spanish in a short-term study abroad context. System, 48, 75–85. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
Gass, S. M., Behney, J., & Plonsky, L.
(2013) Second language acquisition: An introductory course. New York, NY: Routledge. CrossrefGoogle Scholar
Geeslin, K. L.
(2003) A comparison of copula choice in advanced and native Spanish. Language Learning, 53, 703–764. CrossrefGoogle Scholar
Hunston, S.
(2002) Corpora in applied linguistics. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Hymes, D.
(1972) On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics: Selected readings (pp. 53–73). Harmondsworth, UK: Penguin.Google Scholar
The Institute of International Education
(2016) Open doors report. Retrieved from http://​www​.iie​.org​/opendoors
Isabelli-García, C., Bown, J., Plews, J. L., & Dewey, D. P.
(2018) Language learning and study abroad. Language Teaching, 51(4), 439–484. CrossrefGoogle Scholar
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
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. CrossrefGoogle Scholar
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 Acquisition 40, 579–603. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
Kennedy, G.
(2003) Amplifier collocations in the British National Corpus: Implications for English language teaching. TESOL Quarterly, 37(3), 467–487. CrossrefGoogle Scholar
Kuznetsova, A., Brockhoff, P. B., & Christensen, R. H. B.
(2014) lmerTest: Tests in linear mixed effects models. Retrieved from http://​CRAN​.R​-project​.org​/package​=lmerTest
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. CrossrefGoogle Scholar
(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. CrossrefGoogle Scholar
(2006) The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In Selected 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
Lakoff, R.
(1973) Language and women’s place. Language in Society, 2, 45–80. CrossrefGoogle Scholar
(1975) Language and women’s place. New York, NY: Harper and Row.Google Scholar
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. CrossrefGoogle Scholar
Leech, G.
(1983) Principles of pragmatics. London: Longman.Google Scholar
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. CrossrefGoogle Scholar
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
Martin, J., & White, P.
(2005) The language of evaluation: Appraisal in English. New York, NY: Palgrave Macmillan. CrossrefGoogle Scholar
Montrul, S.
(2012)  dele Proficiency Test. Retrieved from https://​nhlrc​.ucla​.edu​/nhlrc​/data​/example
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
Ortega, L.
(2010, March). The bilingual turn in SLA. Plenary paper presented at the Annual Conference of the American Association for Applied Linguistics (AAAL), Atlanta, Georgia.
Ortega, L., & Byrnes, H.
(2008) The longitudinal study of advanced L2 capacities. New York, NY: Routledge.Google Scholar
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. CrossrefGoogle Scholar
Pérez-Vidal, C., & Juan-Garau, M.
(2009) The effect of study abroad (SA) on written performance. Eurosla Yearbook, 9(1), 269–295. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
Philip, G.
(2007) Decomposition and delexicalisation in learners’ collocational (mis)behavior. Online Proceedings of Corpus Linguistics 2007. Retrieved from http://​ucrel​.lancs​.ac​.uk​/publications​/CL2007​/paper​/170​_Paper​.pdf
Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J.
(1992) A grammar of contemporary English. Harlow: Longman.Google Scholar
R Core Team
(2018) R: A language and environment for statistical computing. R foundation for Statistical Computing, Vienna, Austria. Retrieved from http://​www​.R​-project​.org
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. CrossrefGoogle Scholar
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
Sardabi, N., & Afghari, A.
(2015) Gender differences in the use of intensifiers. Journal of Applied Linguistics and Language Research 2(7), 203–213.Google Scholar
Schauer, G.
(2009) Interlanguage pragmatic development: The study abroad context. London: Continuum.Google Scholar
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
Serradilla Castaño, A. M.
(2006) Bien + adjetivo como perífrasis de superlative en español: Particularidades semánticas y sintácticas. Verba, 33, 215–233.Google Scholar
Shively, R. L.
(2011) L2 pragmatic development in study abroad: A longitudinal study of Spanish service encounters. Journal of Pragmatics, 43(6), 1818–1835. CrossrefGoogle Scholar
(2016) Development of assessments in L2 Spanish during study abroad. Journal of Spanish Language Teaching, 3(2), 157–170. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
Smadja, F.
(1993) Retrieving collocations from text: Xtract. Computational Linguistics, 19(1), 143–177.Google Scholar
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. CrossrefGoogle Scholar
Tagliamonte, S. A.
(2006) Analysing sociolinguistic variation. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
(2015) ‘Contextually’ speaking: A survey of pragmatic learning abroad, in class, and online. System, 48, 3–20. CrossrefGoogle Scholar
White, L., Valenzuela, E., Kozlowska-MacGregor, M., & Leung, Y. K.
(2004) Gender and number agreement in nonnative Spanish. Applied Psycholinguistics, 25, 105–133. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
Xiao, R., & Tao, H.
(2007) A corpus-based sociolinguistic study of amplifies in British English. Sociolinguistic Studies, 1(2), 241–273. CrossrefGoogle Scholar