The impact of a study abroad experience on the use of discourse markers by heritage speakers and L2 learners
Document Type
Paper Presentation
Presenter Language
English
Research Area
Applied linguistics, Second language acquisition, Spanish in the US
Location
MBSC Dodge Room 302A
Start Date
17-10-2024 4:00 PM
End Date
17-9-2024 4:30 PM
Abstract
Discourse markers (e.g., bueno, pues, es que, o sea, entonces, este) are linguistic items without a syntactic function that aid in interpreting utterances (Martín Zorraquino & Portolés Lázaro, 1999). These markers are common in native speech and help maintain the smoothness of the interaction (D’Arcy, 2017). Despite the fact that the use of these expressions contributes to increased perceived fluency, research on the effects of study abroad on the acquisition of discourse markers has been scarce. This study addresses this research gap through a corpus-based analysis of discourse marker usage by heritage speakers and second language (L2) learners of Spanish before and after a study abroad experience.
The study examines whether proficiency level, Spanish language background and language contact abroad affect the use of filled pauses and discourse markers in oral speech. Oral data were collected from 46 participants in a Spanish study abroad program at different proficiency levels (advanced vs. intermediate). Participants took a placement test upon arrival and engaged in semi-structured oral interviews before, during, and after their sojourn. These interviews, which included open-ended questions about their study abroad experience, were transcribed and coded for quantitative analysis of pause frequency and discourse marker frequency and variety.
Based on prior research (Fernández et al., 2014; Llanes, À., Barón, J., & Sánchez-Hernández, 2024; Mostacero-Pinilla, 2020; Torres & Potowski, 2008; Said-Mohand, 2006; Sánchez-Muñoz, 2007), we hypothesize that heritage speakers will initially use more frequent and diverse discourse markers than L2 learners. Additionally, we predict that both groups will increase their use of discourse markers by the end of the study abroad experience, both in frequency and variety, and will decrease their use of filled pauses.
Preliminary results suggest that proficiency level and speaker type significantly affect discourse marker use, with heritage speakers using them more frequently initially and with greater variety by the end of the study abroad experience. These findings are discussed in relation to previous research on discourse markers, their role in perceived oral fluency, and the benefits of immersion settings for acquiring pragmatic language skills often not emphasized in classroom instruction.
The impact of a study abroad experience on the use of discourse markers by heritage speakers and L2 learners
MBSC Dodge Room 302A
Discourse markers (e.g., bueno, pues, es que, o sea, entonces, este) are linguistic items without a syntactic function that aid in interpreting utterances (Martín Zorraquino & Portolés Lázaro, 1999). These markers are common in native speech and help maintain the smoothness of the interaction (D’Arcy, 2017). Despite the fact that the use of these expressions contributes to increased perceived fluency, research on the effects of study abroad on the acquisition of discourse markers has been scarce. This study addresses this research gap through a corpus-based analysis of discourse marker usage by heritage speakers and second language (L2) learners of Spanish before and after a study abroad experience.
The study examines whether proficiency level, Spanish language background and language contact abroad affect the use of filled pauses and discourse markers in oral speech. Oral data were collected from 46 participants in a Spanish study abroad program at different proficiency levels (advanced vs. intermediate). Participants took a placement test upon arrival and engaged in semi-structured oral interviews before, during, and after their sojourn. These interviews, which included open-ended questions about their study abroad experience, were transcribed and coded for quantitative analysis of pause frequency and discourse marker frequency and variety.
Based on prior research (Fernández et al., 2014; Llanes, À., Barón, J., & Sánchez-Hernández, 2024; Mostacero-Pinilla, 2020; Torres & Potowski, 2008; Said-Mohand, 2006; Sánchez-Muñoz, 2007), we hypothesize that heritage speakers will initially use more frequent and diverse discourse markers than L2 learners. Additionally, we predict that both groups will increase their use of discourse markers by the end of the study abroad experience, both in frequency and variety, and will decrease their use of filled pauses.
Preliminary results suggest that proficiency level and speaker type significantly affect discourse marker use, with heritage speakers using them more frequently initially and with greater variety by the end of the study abroad experience. These findings are discussed in relation to previous research on discourse markers, their role in perceived oral fluency, and the benefits of immersion settings for acquiring pragmatic language skills often not emphasized in classroom instruction.