The Development of L2 Spanish Intonation During a Study Abroad Immersion Program in León, Spain: Global Contours and Final Boundary Movements

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Nicholas C. Henriksen ◽  
Kimberly L. Geeslin ◽  
Erik W. Willis
Keyword(s):  
Study Abroad ◽  
Pitch Accent ◽  
Production Task ◽  
Recording Time ◽  
Immersion Program ◽  
Frequency Of Use ◽  
Common Strategy ◽  
English Speaking ◽  
Individual Profiles ◽  
Pitch Accents

AbstractThe current study is the first technically-principled examination of second language Spanish intonation as it develops in a study abroad context. As such, it aims to identify patterns of development related to overall F0 contours and final boundary movements by creating individual profiles for each L2 learner at the beginning and the end of their stay abroad. Our data come from 5 English-speaking learners of Spanish enrolled in a study abroad immersion program for 7 weeks in León, Spain. We collected data through a computerized production task that elicited three context-based sentence types: declaratives, absolute interrogatives, and pronominal interrogatives. This task was administered once upon arrival to León and again at the end of the 7-week program (approximately 6 weeks elapsed between tasks). In our analysis, we calculated the initial and final tonal levels in addition to the Low and High tones of pitch accents (when applicable). For each learner the most common strategy employed at each recording time was identified. Our findings show that despite individual variation, most L2 learners modify their intonational patterns (i.e. pitch accent and boundary movements) through an increase in frequency of use of their more dominant intonation patterns and/or changes in their final boundary tone inventory.

scholarly journals The Role of Prosodic Breaks and Pitch Accents in Grouping Words during On-line Sentence Processing

2011 ◽  
Vol 23 (9) ◽  
pp. 2447-2467 ◽  
Author(s):  
Sara Bögels ◽  
Herbert Schriefers ◽  
Wietske Vonk ◽  
Dorothee J. Chwilla
Keyword(s):  
Sentence Processing ◽  
Information Structure ◽  
Pitch Accent ◽  
Semantic Interpretation ◽  
N400 Effect ◽  
Cambridge University ◽  
On Line ◽  
Group Words ◽  
Pitch Accents

The present study addresses the question whether accentuation and prosodic phrasing can have a similar function, namely, to group words in a sentence together. Participants listened to locally ambiguous sentences containing object- and subject-control verbs while ERPs were measured. In Experiment 1, these sentences contained a prosodic break, which can create a certain syntactic grouping of words, or no prosodic break. At the disambiguation, an N400 effect occurred when the disambiguation was in conflict with the syntactic grouping created by the break. We found a similar N400 effect without the break, indicating that the break did not strengthen an already existing preference. This pattern held for both object- and subject-control items. In Experiment 2, the same sentences contained a break and a pitch accent on the noun following the break. We argue that the pitch accent indicates a broad focus covering two words [see Gussenhoven, C. On the limits of focus projection in English. In P. Bosch & R. van der Sandt (Eds.), Focus: Linguistic, cognitive, and computational perspectives. Cambridge: University Press, 1999], thus grouping these words together. For object-control items, this was semantically possible, which led to a “good-enough” interpretation of the sentence. Therefore, both sentences were interpreted equally well and the N400 effect found in Experiment 1 was absent. In contrast, for subject-control items, a corresponding grouping of the words was impossible, both semantically and syntactically, leading to processing difficulty in the form of an N400 effect and a late positivity. In conclusion, accentuation can group words together on the level of information structure, leading to either a semantically “good-enough” interpretation or a processing problem when such a semantic interpretation is not possible.

Japanese English Majors’ Experiences and Attitudes to Study Abroad: A Case Study of Students at a Private University in Tokyo

2020 ◽  
Vol 13 (2) ◽  
pp. 38-52
Author(s):  
Anthony Tobin
Keyword(s):  
Study Abroad ◽  
English Language ◽  
Private University ◽  
Studying Abroad ◽  
Short Term Study ◽  
Overseas Travel ◽  
Recent Trends ◽  
English Speaking ◽  
Japanese English

This study investigates both the benefits of and recent trends in studying abroad for Japanese students and examines the results of a survey on study abroad taken by students majoring in English at a private university in Tokyo. Statistics from JASSO showed that the trend in study abroad before 2020 was for an increasing number of Japanese university students to spend a period of time studying abroad, though most of the increase was in short-term study. The English language questionnaire sought to discover what proportion of a group of seventy-two students had already studied abroad, or planned to do so, and to establish whether those who had gained experience had benefited from it, as well as detailing student anxieties which may have deterred students from studying abroad. The survey on study abroad, taken in January 2018, had a 100% response rate. Twenty-three (32%) of the students answered that they had already studied abroad, mostly for short durations in English-speaking countries. Most of the students who studied abroad had a positive experience, reputedly improved their English skills and recommended that other students study abroad. Twenty-six (53%) of the students without study abroad experience were planning to study abroad, even though they had some issues which concerned them, such as their ability to communicate in English, personal safety, and financial matters. The main reason for not electing to study abroad for this particular sample was found to be related to the overall costs of overseas travel, accommodation, and tuition. この研究では日本人学生に対する留学の利点および最近の留学の傾向を調べ、さら に東京の私立大学で英語を専攻している学生に対して実施した留学についての調査 の結果を検討している。JASSO の統計によると、２０２０年までは留学する日本人 大学生の数は増加傾向であったが、そのほとんどは短期留学であった。英語で行わ れたアンケート調査の目的は、著者の三つのクラスの７２名の学生のうちの何割が 留学経験がある、もしくは留学の予定があるか、またすでに留学した学生はその経 験から恩恵を受けたと感じているか、学生は留学をするにあたってどのような不安 を持つか、さらに留学しないと答えた学生の場合は留学しない理由を明らかにする ことである。２０１８年１月に行われた調査の回答率は１００パーセントであっ た。２３人（３２パーセント）の学生は留学経験があり、ほとんどの場合が英語圏 の国への短期留学である。留学経験のある学生の大半数が有益な経験ができ、英語 力が上達したと感じており、他の学生に留学を勧めると答えている。留学経験のな い学生の２６人（５３パーセント）が留学する予定だが、英語のコミュニケーショ ン、安全、金銭などについて不安を感じていた。留学しない理由については、旅 費、宿泊代、授業料など経済的な理由が大半であった。

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 ◽  
2015 ◽  
Vol 27 (2) ◽  
Author(s):  
Matthew Kanwit ◽  
Kimberly L. Geeslin ◽  
Stephen Fafulas
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Native Speakers ◽  
L2 Acquisition ◽  
Present Perfect ◽  
Immersion Programs ◽  
Growing Body ◽  
English Speaking ◽  
Grammatical Structures

AbstractThe present study connects research on the L2 acquisition of variable structures to the ever-growing body of research on the role of study abroad in the language learning process. The data come from a group of 46 English-speaking learners of Spanish who participated in immersion programs in two distinct locations, Valencia, Spain and San Luis Potosí, Mexico. Simultaneously, we tested a group of native speakers from each region to create an appropriate target model for each learner group. Learners completed a written contextualized questionnaire at the beginning and end of their seven-week stay abroad. Our instrument examines three variable grammatical structures: (1) the copulas

scholarly journals The intonation of the Q-marking construction: A comparison of Hungarian and Slovenian

2019 ◽  
Vol 56 (2) ◽  
pp. 359-397
Author(s):  
LOUISE MYCOCK
Keyword(s):  
Pitch Accent ◽  
Linguistic Variation ◽  
To Receive ◽  
Pitch Accents

This paper examines the Q-marking construction: an interrogative construction in which a question phrase takes scope over a higher clause even though it appears in a lower clause. In this construction, the scope of a question phrase is extended by the presence of another word, the Q-marker, in a higher clause. While the syntax of this construction has been described and analysed in a number of works, its intonation is yet to receive commensurate attention. This paper presents data from two unrelated languages in which the Q-marking construction can be used to form questions: Hungarian and Slovenian. Data show that while the Q-marker shares properties with question words in Hungarian (they bear the same pitch accent), in Slovenian the Q-marker and question words bear distinct pitch accents. Furthermore, in Hungarian a direct intonational link exists between the Q-marker and a question phrase whose scope is extended, rather than an indirect one between the Q-marker and the entire lower clause in which the question phrase appears. The Slovenian data are compatible with the existence of either an indirect or a direct intonational link. These findings reveal hitherto unidentified dimensions of cross-linguistic variation, for which any analysis of the Q-marking construction must account.

Duration Matters: Separating the Impact of Depth and Duration in Study Abroad Programs

2019 ◽  
pp. 102831531988738
Author(s):  
Stephen B. DeLoach ◽  
Mark R. Kurt ◽  
Neal H. Olitsky
Keyword(s):  
Study Abroad ◽  
Academic Program ◽  
Global Awareness ◽  
Short Term ◽  
Study Abroad Programs ◽  
Four Dimensions ◽  
Short Term Study ◽  
English Speaking ◽  
The Impact

Study abroad participation has increased dramatically over the past two decades, primarily through the growth of short-term study abroad experiences. Given this, it is logical to ask whether short-term experiences are capable of delivering student learning outcomes equivalent to those of long-term experiences. The research presented in this article addresses this question by asking if program duration (i.e., temporal length of the academic program) or depth (i.e., focused and reflective interaction with the destination culture) has a greater impact on changes in students’ global awareness. A longitudinal study across 80 study abroad programs from a single institution, measured global awareness pre- and post-abroad experience. This design controlled for preexisting differences (self-selection) and allowed us to rigorously estimate the relative effects of depth and duration across four dimensions of global awareness. Results show that a longer duration was associated with significant changes in three out of the four global awareness dimensions measured. The only depth measure that positively and significantly impacted global awareness was when the study abroad destination was a non-English speaking country. Even in this instance, the impact non-English speaking destination was increased further for longer durations.

Who do you hang out with?

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Yushan Xie ◽  
Yongcan Liu
Keyword(s):  
Study Abroad ◽  
Social Interactions ◽  
Mixed Methods Research ◽  
Oral Proficiency ◽  
Dense Networks ◽  
L2 Development ◽  
Underlying Network ◽  
English Speaking ◽  
Group Relationships ◽  
The Relationship

Abstract Social interactions that take place during study abroad in linguistically rich settings are important for oral proficiency development; however, few studies have explicitly examined the underlying network structure of students’ social experiences in study abroad contexts and its role in oral proficiency development. This mixed-methods research examined the relationship between self-reported social network structures and self-perceived English oral proficiency gains among 88 Chinese international students at a UK university. While the majority of participants’ networks consisted of Chinese-speaking peers, most of them managed to develop strong and frequent relations with English-speaking peers. Students reported gains in oral proficiency, especially in areas related to language use that require higher levels of proficiency. Diverse networks with significant and high-frequency English-speaking relationships were more likely to be associated with L2 oral proficiency gains, while dense networks with only frequent and strong in-group relationships could potentially limit L2 development.

scholarly journals Glimpses of semantic restructuring of English emotion-laden words of American English L1 users residing outside the USA

2017 ◽  
Vol 8 (3) ◽  
pp. 320-342 ◽  
Author(s):  
Jean-Marc Dewaele
Keyword(s):  
Exploratory Study ◽  
American English ◽  
Statistical Analyses ◽  
The Self ◽  
Semantic Representations ◽  
Frequency Of Use ◽  
Dependent Variables ◽  
The Usa ◽  
English Speaking ◽  
The Uk

Abstract The present exploratory study focuses on the effect of living outside the USA on the understanding of the meaning, the perceived offensiveness and the self-reported frequency of use of four English emotion-laden words of British origin and four English emotion-laden words of American origin among 556 first (L1) users of American English. Statistical analyses revealed that the scores of the Americans living in the UK or in non-English-speaking countries differed significantly from those of compatriots living in the USA. Positive relationships emerged between multilingualism and scores on the dependent variables for the four British words, but no link emerged between languages known and the dependent variables for the American words. This is interpreted as an indication that semantic representations of emotion-laden words originating from another variety of the L1 are relatively weaker and are more likely to shift as a result of exposure to their use in other varieties, and the knowledge of other languages.

CONTACT, CONTEXT, AND COLLOCATION

2016 ◽  
Vol 39 (3) ◽  
pp. 553-578 ◽  
Author(s):  
Kristen M. Kennedy Terry
Keyword(s):  
Study Abroad ◽  
Native Speakers ◽  
Native Speaker ◽  
Phonological Variation ◽  
Learning Context ◽  
Variation Patterns ◽  
Speech Data ◽  
Third Person ◽  
English Speaking ◽  
Network Strength

This study uses a mixed-effects model to examine the acquisition of targetlike patterns of phonological variation by 17 English-speaking learners of French during study abroad in France. Naturalistic speech data provide evidence for the incipient acquisition of a phonological variable showing sociostylistic variation in native speaker speech: the elision of /l/ in third-person subject clitic pronouns (il vient [il vjɛ̃] ∼ [i vjɛ̃] “he is coming”). Speech data are compared and correlated with the results of a social network strength scale designed for the study abroad learning context. Results demonstrate that phonological variation patterns are acquired in a predictable order based on token type and collocation and that social networks with native speakers are statistically significant predictors of phonological variation patterns.

AN EXPLORATION OF THE RANGE AND FREQUENCY OF OCCURRENCE OF FORMS IN POTENTIALLY VARIABLE STRUCTURES IN SECOND-LANGUAGE SPANISH

2010 ◽  
Vol 32 (3) ◽  
pp. 433-463 ◽  
Author(s):  
Kimberly L. Geeslin ◽  
Aarnes Gudmestad
Keyword(s):  
Second Language ◽  
Large Scale ◽  
Native Speakers ◽  
The United States ◽  
Individual Characteristics ◽  
Speech Community ◽  
Future Time ◽  
Frequency Of Use ◽  
English Speaking ◽  
Grammatical Structures

This article adds to the growing body of research focused on second-language (L2) variation and constitutes the first large-scale study of the production of potentially variable grammatical structures in Spanish by English-speaking learners. The overarching goal of the project is to assess the range of forms used and the degree to which native and L2 speakers of Spanish differ in several independently defined syntactic or discourse-based contexts. The contexts examined in the current study have been the object of sociolinguistic research in monolingual environments and include the following: copula contrast, mood distinction, past-time reference, future-time reference, and subject expression. Interview data from 16 English-speaking learners and 16 native speakers of Spanish from a variety of countries, all of whom are part of a single speech community in the United States, are examined. The analysis focuses on the range of forms used in each of the contexts investigated and the frequency with which these forms appear. A possible relation of individual characteristics, such as country of origin, years of language study, and time spent abroad, to this frequency of use is also considered.

scholarly journals Short-Term, Faculty-Led Study Abroad Program in Japan

2019 ◽  
Vol 14 (4) ◽  
pp. 259-268 ◽  
Author(s):  
Daisuke Shibata
Keyword(s):  
United States ◽  
Health Care ◽  
Study Abroad ◽  
Athletic Training ◽  
Health Care Professionals ◽  
The United States ◽  
Short Term ◽  
Cultural Competencies ◽  
English Speaking ◽  
Study Abroad Program

Context Although cultural competencies in athletic training education exist, there are limited international athletic training educational opportunities available. Study abroad experiences help students gain international and multicultural perspectives. The lack of study abroad opportunities is more pronounced in non–English-speaking countries. Objective The purpose of this article is to describe experiences with developing and conducting a short-term, faculty-led study abroad program in Japan. Essential elements and recommendations based on the study abroad program are interwoven throughout the article. Background The diversity in the United States and among the collegiate student-athlete population has increased. However, the population of athletic training professionals does not match this diversity. This mismatch has increased attention to the demand to find ways to nurture cultural competencies in athletic trainers. Simultaneously with changes in the United States, growth of the athletic training profession and athletic training educational programs is noticeable in Japan and other non–English-speaking countries. A well-designed study abroad program can expose students to the unique perspectives of athletic training and/or related health care professions and nurture cultural competency. Recommendations(s) A short-term, faculty-led study abroad program should include an assistant and local facilitator, multiple site visits, at least a day without guidance from the program, an adequate balance between academic and cultural activities, program dinners, opportunities for students to present and share their experiences, and a focus on keeping the trip safe. Conclusion(s) The short-term, faculty-led study abroad program in Japan offered unique opportunities for athletic training students to gain knowledge of and an appreciation for athletic training in diverse cultures and to incorporate these experiences into their future personal and professional practice. Further information and data are required to provide an optimum education for students to learn and apply cultural competencies as health care professionals.

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