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. xxi, 371 pp.
Avizia Y. Long
List of John Benjamins publications for which Avizia Y. Long plays a role.
Title
Subjects Applied linguistics | Language acquisition | Language teaching | Multilingualism | Romance linguistics | Sociolinguistics and Dialectology
Articles
2023. Introduction. Study Abroad and the Second Language Acquisition of Sociolinguistic Variation in Spanish, Zahler, Sara L., Avizia Y. Long and Bret Linford (eds.), pp. 1–17
Chapter
2021. Chapter 18. The role of individual characteristics in the acquisition of Spanish copula choice: The case of Korean learners. Advancedness in Second Language Spanish: Definitions, challenges, and possibilities, Menke, Mandy R. and Paul A. Malovrh (eds.), pp. 417–440
The present study examined individual patterns of use of variable Spanish copula choice by advanced-level Korean learners. Participants were nine native speakers of Korean enrolled in fourth-year Spanish courses at a South Korean university. To examine variable copula use, learners participated in… read more | Chapter
2021. The impact of a short-term stay abroad on L2 Spanish syntactic complexity development in narratives. Study Abroad Research in Second Language Acquisition and International Education 6:1, pp. 163–188
Given the notable increase in participation in short-term (e.g., eight weeks or less) study abroad, especially in the US, recent empirical work on the role of context in second language (L2) learning has sought to investigate the impact of a short-term stay abroad on language development. The… read more | Article
2020. Rajiv Rao (Ed.). Key issues in the teaching of Spanish pronunciation: From description to pedagogy. Journal of Second Language Pronunciation 6:1, pp. 122–126
Review
2020. Chapter 7. Examining the role of instructor first language in classroom-based oral input. Cross-theoretical Explorations of Interlocutors and their Individual Differences, Gurzynski-Weiss, Laura (ed.), pp. 159–186
In instructed second language (L2) settings, instructor-provided input is essential for learners’ interlanguage development. While some input is consciously modified by instructors to assist learners, much of instructors’ speech contains inherent linguistic variability mediated by linguistic,… read more | Chapter
2020. Chapter 7. Navigating the academic job market. Professional Development in Applied Linguistics: A guide to success for graduate students and early career faculty, Plonsky, Luke (ed.), pp. 79–98
An important goal for most PhD students is to procure gainful employment. Although PhD students receive a great deal of training in the areas of critiquing, conducting, and publishing research, the process of searching, applying for, and securing an academic job is one that is often shrouded in… read more | Chapter
2018. Chapter 1. Sociolinguistic competence and the acquisition of speaking. Speaking in a Second Language, Alonso, Rosa Alonso (ed.), pp. 1–24
In face-to-face spoken interactions, language learners must construct a meaningful message consistent with the L2 grammar, articulate it comprehensibly, and manage the aspects of oral communication that reflect speaker identity, interlocutor identities, and the characteristics of the interactional… read more | Chapter
2018. Chapter 13. Examining multifaceted sources of input: Variationist and usage-based approaches to understanding the L2 classroom. Usage-inspired L2 Instruction: Researched pedagogy, Tyler, Andrea E., Lourdes Ortega, Mariko Uno and Hae In Park (eds.), pp. 291–311
Input is a central, driving component in nearly all theories of second language acquisition, but little is known about the relationship between the instructor-provided input to which classroom second language learners are exposed and attested patterns of acquisition. Our study investigates this… read more | Chapter
2017. Chapter 10. Linguistic variation in instructor provision of oral input. Expanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors, Gurzynski-Weiss, Laura (ed.), pp. 225–253
The current study examines the variable use of verbal subjects (e.g., explicit yo hablo vs. null hablo ‘[I] speak’), in oral production by five native-speaking instructors directed to Spanish foreign language (FL) learners in a university setting. Our data consisted of instructors’ oral… read more | Chapter
2017. Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback. Expanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors, Gurzynski-Weiss, Laura (ed.), pp. 201–223
Although the role of the instructor in classroom-based L2 pronunciation development has begun to receive attention in the empirical literature (e.g., Baker, 2011a, 2011b, 2014; Baldwin & Long, 2013; Buss, 2016; Couper, 2016; A. Y. Long, 2013), the extent to which the quantity and quality of… read more | Chapter
2016. Lexical frequency and subject expression in native and non-native Spanish: A closer look at independent and mediating effects. Spanish Language and Sociolinguistic Analysis, Sessarego, Sandro and Fernando Tejedo-Herrero (eds.), pp. 197–216
This paper investigates the effect of lexical frequency on third-person subject form variation by native and highly-advanced non-native speakers of Spanish. In line with previous research, verb tokens which represented 1% or more of the total tokens were categorized as frequent whereas all others… read more | Article
2015. The development and use of the Spanish copula with adjectives by Korean-speaking learners. New Perspectives on the Study of Ser and Estar, Pérez-Jiménez, Isabel, Manuel Leonetti and Silvia Gumiel-Molina (eds.), pp. 293–324
The current investigation explores the development and use of the Spanish
copulas with adjectives by Korean-speaking learners. Twenty-three adult
university-level Korean-speaking learners of Spanish in South Korea completed
a sociolinguistic interview task, a background questionnaire, and a… read more | Article