List of tables
1.1
Forms of address in Castilian Spanish
1.2
Second person pronoun system in Castilian Spanish
1.3
Distribution of L2 participants per programmatic feature
1.4
Cross tabulation of program characteristics
1.5
L2 participants’ distribution of factors and percentage of uses of
ustedes and
vosotros in the ODCT
1.6
Native speaker uses of
ustedes and
vosotros
in the ODCT
1.7
Ustedes and
vosotros production by native
speaker and by L2
1.8
Cross tabulations of percentages of
vosotros and
ustedes production
2.1
Students’ assigned Spanish proficiency level at GLI Cuzco
2.2
Non-lexical sociolinguistic variants identified by the 13 L2 learners
2.3
Social circles within the SA cohort at GLI Cuzco
3.1
Semantic formulas for apologies
3.2
Details of apology scenarios
3.3
Details of refusal scenarios
3.4
Coding categories for apologies
3.5
Apology head act orientation across all situations
3.6
Apology formulas by situation
3.7
Apology formulas by power and distance
3.8
Apology head act orientation within refusals
3.9
Apology head acts strategies within refusals by situation
3.10
Apology head acts strategies within refusals by power and distance
4.1
Learner participant background information
4.2
Potential tonal targets and abbreviations (system adapted from Henriksen
et al., 2010)
4.3
Production of Venezuelan Andean-like patterns over time
4.4
Comparison across tasks of the number of final rises and circumflex patterns
produced in Time 2 absolute interrogatives
4.5
Comparison across tasks of frequency of final boundary rises and circumflex
patterns in Time 2 absolute interrogatives
5.1
Example of social network log with sample answers
5.2
Do participants use [θ] during reading tasks or conversational tasks? (number
of [θ] / <z, c(i), c(e)> contexts; percentage of <z, c(i), c(e)>
contexts when [θ] is used)
5.3
Do participants use [χ] during reading tasks or conversational tasks? (number
of [χ] / <j, g(i), g(e)> contexts; percentage of <j, g(i), g(e)>
when [χ] is used)
5.4
Do participants use vosotros-related morphemes during role plays? (number of
vosotros- related morphemes / possibilities; percentage of possibilities when
vosotros-related morphemes are used)
6.1
Regular
vos conjugation in present indicative, and pronoun
distribution
6.2
Sojourners’ background information and SA arrangements
6.3
Students’ social networks during study abroad
6.4
Sojourners’ knowledge of Chilean or Argentinian voseo
7.1
Participant groups in the current study
7.2
Form distribution by group and time
7.3
Form distribution by group and time
8.1
Conditions for pre-verbal versus post-verbal options in WCTs
8.2
Verb frequencies for WCT Version A
8.3
Verb frequencies for WCT Version B
8.4
Linguistic variables manipulated for WCT
8.5
Rates of pre-verbal and post-verbal subjects in wh-questions
8.6
Mixed effects logistic regression for linguistic factors constraining subject
position in wh-questions. Application value = pre-verbal subject
8.7
Individual verbs that were categorical for subject position by participant
group
8.8
Frequencies of SA participants’ changes in ratings for pre-verbal subjects on
the matched guise
8.9
Mixed effects multivariate regression of linguistic and attitudinal factors
conditioning pre-verbal subjects at Time 1 for SA learners. Pre-verbal vs.
post-verbal
8.10
Mixed effects multivariate regression of linguistic and attitudinal factors
conditioning pre- verbal subjects at Time 2 for SA learners. Pre-verbal vs.
post-verbal
8.11
Mixed effects multivariate regression of linguistic and social interaction
factors conditioning pre-verbal subjects at Time 2 for SA learners. Pre-verbal
vs. post-verbal
8.12
Mixed effects multivariate regression of linguistic and change in attitudinal
factors conditioning pre-verbal subjects at Time 2 for SA learners. Pre-verbal
vs. post-verbal
9.1
Fixed effects variables
9.2
Details of the fixed effects in the regression model
9.3
Results for the random effect in the mixed-effects model
10.1
Rates of form selection in Valencia
10.2
Chi-square comparisons (2 × 2) of PF versus MF selection in Valencia
10.3
Rates of form selection in Mérida
10.4
Chi-square comparisons (2 × 2) of PF versus MF selection in Mérida
10.5
PI selection by context in Valencia
10.6
PI selection by context in Mérida
11.1
AH learner participant characteristics
11.2
Proficiency scores across participant groups
11.3
Distribution of selection of past perfective forms for the NS groups
11.4
Distribution of selection of past perfective forms for the learner
groups
11.5
Constraints on PP selection for NS groups
11.6
Constraints on PP selection for SA learner groups
11.7
Constraints on PP selection for university AH learners by course
level
11.8
Comparison of SA learners, 3rd and 4th year AH learners
E.1
Summary of methods and approaches across studies
E.2
Commonly investigated influencing factors and features of the studies that
investigate them