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Part of
Study Abroad and the Second Language Acquisition of Sociolinguistic Variation in Spanish
Edited by Sara L. Zahler, Avizia Y. Long and Bret Linford
[Issues in Hispanic and Lusophone Linguistics 37] 2023
► pp. xi–xiii

List of tables

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