"I Think I Sound Stupid if I Try to Use Those Words": The Role of Metapragmatic Awareness in The Study Abroad Language Classroom

Autor/in	Fernández, Julieta
Titel	"I Think I Sound Stupid if I Try to Use Those Words": The Role of Metapragmatic Awareness in The Study Abroad Language Classroom
Quelle	In: Foreign Language Annals, 51 (2018) 2, S.430-454 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12345
Schlagwörter	Study Abroad; Metalinguistics; Pragmatics; Second Language Learning; Second Language Instruction; Undergraduate Students; Language Variation; Language Teachers; Teaching Methods; Language Usage; Foreign Countries; North Americans; Native Speakers; Observation; Instructional Materials; Language Tests; Semi Structured Interviews; Argentina + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Metalanguage; Metasprache; Pragmalinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachenvielfalt; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Ausland; Muttersprachler; Beobachtung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language test; Sprachtest; Argentinien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01