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Perdoname, ¿llevas mucho espe...

Pinto, Derrin Reese.

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Perdoname, ¿llevas mucho esperando? Conventionalized language in L1 and L2 Spanish.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perdoname, ¿llevas mucho esperando? Conventionalized language in L1 and L2 Spanish./
Author:	Pinto, Derrin Reese.
Description:	303 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4296.
Contained By:	Dissertation Abstracts International63-12A.
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3074598
ISBN:	0493950451

Perdoname, ¿llevas mucho esperando? Conventionalized language in L1 and L2 Spanish.
Pinto, Derrin Reese.

Perdoname, ¿llevas mucho esperando? Conventionalized language in L1 and L2 Spanish. - 303 p.

Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4296.

Thesis (Ph.D.)--University of California, Davis, 2002.

There is a tendency in second language (L2) teaching methodologies to ignore the issue of pragmatics, the ability to use a language appropriately according to the social context. The L2 curricular de-emphasis of pragmatics appears to reflect the assumption that L2 learners will acquire pragmatic competence miraculously on their own without the necessity for explicit instruction. The consequence of not teaching pragmatics is that highly advanced L2 learners continue to communicate in very non-native-like ways.

ISBN: 0493950451Subjects--Topical Terms:

1018079
Language, Linguistics.

Perdoname, ¿llevas mucho esperando? Conventionalized language in L1 and L2 Spanish.
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035 $a (UnM)AAI3074598
035 $a AAI3074598
040 $a UnM $c UnM
100 1 $a Pinto, Derrin Reese. $3 1950706
245 1 0 $a Perdoname, ¿llevas mucho esperando? Conventionalized language in L1 and L2 Spanish.
300 $a 303 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4296.
500 $a Adviser: Robert Blake.
502 $a Thesis (Ph.D.)--University of California, Davis, 2002.
520 $a There is a tendency in second language (L2) teaching methodologies to ignore the issue of pragmatics, the ability to use a language appropriately according to the social context. The L2 curricular de-emphasis of pragmatics appears to reflect the assumption that L2 learners will acquire pragmatic competence miraculously on their own without the necessity for explicit instruction. The consequence of not teaching pragmatics is that highly advanced L2 learners continue to communicate in very non-native-like ways.
520 $a The primary focus of this study is the acquisition of conventionalized language, the linguistic strategies and forms that become standardized in every language in order for native speakers to achieve their communicative goals. These types of structures can be problematic for learners, especially since they are often very idiomatic, highly conventionalized, indirect, and language specific. If L2 learners do not acquire these native-like strategies and forms, their speech behavior will continue to appear inappropriate.
520 $a The participants in this study included 80 English-speaking L2 learners of Spanish at four proficiency levels (20 from each level). These university students completed a 20-item Discourse Completion Test (DCT) in both English, their native language (L1), and Spanish, their L2. The 20 items on the DCT questionnaire prompted learners to respond in writing to a variety of social situations, covering a total of 11 speech acts, including: requests, apologies, complaints, refusals, invitations, invitation responses, compliments, compliment responses, expressions of gratitude, greetings, and well-wishing. The control group, composed of 44 native speakers of Spanish, were administered the same DCT in Spanish.
520 $a The results from this study show that learner speech at all levels differs significantly from that of native speakers with regard to the use of conventionalized language. Two of the principle causes leading to the usage of inappropriate speech are the failure to acquire L2 language-specific structures and L1 transfer. In addition, there are also developmental factors in which learners simply produce utterances with whatever means available at their disposal.
520 $a The pedagogical implications of this study are quite clear: real life communicative situations require the use of conventionalized language that L2 learners are rarely exposed to in the classroom.
590 $a School code: 0029.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Language, Modern. $3 1018098
690 $a 0290
690 $a 0291
710 2 0 $a University of California, Davis. $3 1018682
773 0 $t Dissertation Abstracts International $g 63-12A.
790 1 0 $a Blake, Robert, $e advisor
790 $a 0029
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3074598