"No me llames de usted, tratame de tu" : L2 address behavior development through synchronous computer-mediated communication
"No me llames de usted, tratame de tu" : L2 address behavior development through synchronous computer-mediated communication
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2008
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Gonzalez-Lloret, Marta
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Thesis (Ph.D.)--University of Hawaii at Manoa, 2008.
As for address behavior, the data revealed that L1 speakers consistently used informal pronouns and verb morphology, while employing a variety of resources to do 'being close'. The learners' data presented two distinctive groups. The first displayed large variety in their use of formal and informal address forms. A longitudinal exploration revealed that, in order for learners to develop proficiency in the use of the Spanish address system, a minimum amount of interaction is needed. The students' knowledge of the address system at the beginning of the study may also be a determinant on the ratio of development, as well as personal attitude and their first language. In addition, learning seemed to happen when there was explicit focus on the address forms.
This dissertation explores the potential of synchronous computer-mediated communication (SCMC) to promote pragmatic competence among language learners in a higher education context. Specifically, the development of their L2 address system and their interactive resources to display closeness when engaged in communication with L1 speakers. Through Conversation Analysis (CA), the sequential organization of SCMC between L1 speakers of Spanish and L2 Spanish learners was analyzed to discover what type of address behavior they exhibited, as well as documenting any change in their pragmalinguistic resources and patterns of interaction. Eight weeks of SCMC between US students of Spanish and L1 Spanish speakers in Spain were microanalyzed through Conversation Analysis (CA). The data illustrate how students engaged in organized meaningful interaction, employing a turn-taking system borrowed from oral communication but re-shaped and adapted to the medium, much in the same way that L1 speakers do.
Includes bibliographical references (leaves 242-286).
Also available by subscription via World Wide Web
301 leaves, bound 29 cm
As for address behavior, the data revealed that L1 speakers consistently used informal pronouns and verb morphology, while employing a variety of resources to do 'being close'. The learners' data presented two distinctive groups. The first displayed large variety in their use of formal and informal address forms. A longitudinal exploration revealed that, in order for learners to develop proficiency in the use of the Spanish address system, a minimum amount of interaction is needed. The students' knowledge of the address system at the beginning of the study may also be a determinant on the ratio of development, as well as personal attitude and their first language. In addition, learning seemed to happen when there was explicit focus on the address forms.
This dissertation explores the potential of synchronous computer-mediated communication (SCMC) to promote pragmatic competence among language learners in a higher education context. Specifically, the development of their L2 address system and their interactive resources to display closeness when engaged in communication with L1 speakers. Through Conversation Analysis (CA), the sequential organization of SCMC between L1 speakers of Spanish and L2 Spanish learners was analyzed to discover what type of address behavior they exhibited, as well as documenting any change in their pragmalinguistic resources and patterns of interaction. Eight weeks of SCMC between US students of Spanish and L1 Spanish speakers in Spain were microanalyzed through Conversation Analysis (CA). The data illustrate how students engaged in organized meaningful interaction, employing a turn-taking system borrowed from oral communication but re-shaped and adapted to the medium, much in the same way that L1 speakers do.
Includes bibliographical references (leaves 242-286).
Also available by subscription via World Wide Web
301 leaves, bound 29 cm
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Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Second Language Acquisition; no. 5099
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