“I think I sound stupid if I try to use those words”: The role of metapragmatic awareness in the study abroad language classroom

Abstract

This study investigates the instructional treatment of Argentine Spanish vernacular (i.e., lunfardo), metapragmatic information about its use provided by instructors, and participants’ metapragmatic awareness of vernacular use in a second language (L2) Spanish study abroad (SA) classroom. The participants were 12 American undergraduate students taking Spanish courses at an SA institute in Argentina. The educators were eight university‐level instructors who were native speakers of Argentine Spanish. The analysis triangulates data from classroom observations, classroom materials, a language awareness test, and semi‐structured interviews with the participants. The results indicate that although the L2 instructors provided instruction on the use of vernacular, they appeared to do so without providing sufficient metapragmatic information for the students to understand and use vernacular competently in interactions with locals. The significance of a pedagogical focus on vernacular that begins predeparture and encourages active student participation is discussed.

Language learning at the dinner table: Two case studies of French homestays

“…However, since she was not required to compete for the conversational floor, it is unlikely that she learned to do so. Also, since she interacted at home primarily with adults, she was less exposed to “youngspeak” (Fernández, ) and her French retained a formal, bookish character, although her exposure to local cultural attitudes toward potentially taboo topics, such as race, sexuality, and alcohol consumption remained high. Irène's case is unusual given the few students who currently commit to a full academic year abroad.…”

Documenting L2 input and interaction during study abroad: Approaches, instruments and challenges

“…Partly for reasons of access and audio quality, but also perhaps seeking domains where participants are most likely to make sustained interactional contributions in L2, there is a focus on small group or dyadic interaction, and on fixed settings (no parties, no evening outings or touristic excursions). There are very few examples of classroom recordings and classroom discourse analysis (such as Fernández, 2018; McMeekin, 2006), even though SA participants typically attend language classes and/or TL-medium content classes (unless classroom research on English as a medium of instruction can be understood as relevant to the classroom experience of SA participants, e.g. Smit, 2010).…”