RESEARCH COMMONS
LIBRARY

The Emergence Of Pragmatic Softeners In Spanish By Instructed Learners Of Spanish In The Study Abroad And Immersion Contexts

ResearchCommons/Manakin Repository

The Emergence Of Pragmatic Softeners In Spanish By Instructed Learners Of Spanish In The Study Abroad And Immersion Contexts

Show simple item record

dc.contributor.author Welch, Catharine en_US
dc.date.accessioned 2009-09-16T18:16:47Z
dc.date.available 2009-09-16T18:16:47Z
dc.date.issued 2009-09-16T18:16:47Z
dc.date.submitted January 2009 en_US
dc.identifier.other DISS-10200 en_US
dc.identifier.uri http://hdl.handle.net/10106/1654
dc.description.abstract This dissertation explores and expands the term pragmatic softening as produced and perceived by L2 learners of Spanish. The learners included 36 intermediate-level learners studying in a U.S.-based immersion academy and those studying in a study-abroad context in Merida, Mexico. Preliminary evidence from these learners indicates that pragmatic softeners are rightly included in Anderson and Shirai's (1996) theory as a marginal member of the PAST category that is acquired after the more central member--the deictic past--has been acquired. Additionally, it is argued that the term pragmatic softening itself needs to be fleshed out so that it, too, is divided into its subcomponents just as the deictic past is broken down. Based on the data in this study, it is also suggested that among these subcomponents would exist some sort of an acquisitional sequence of the seven PAST pragmatic softeners, since they are acquired at different rates and times. This dissertation also explores whether grammatical competency and prescriptive knowledege (as measured by production of the conditional and past subjunctive) had any bearing on the production of pragmatic softeners. It is determined that the students who answered prescriptive knowledge questions correctly were more likely to also produce pragmatic softeners. Some clear trends are observed in learner perception of pragmatic softener appropriateness, as well. Some of these trends, however, are not congruent with native speaker evaluations. Finally, the question of whether language-learning context shaped pragmatic softener acquisition is addressed. It is determined that the immersion students were more likely to fluctuate in their production of and attitude towards pragmatic softeners than the study abroad group. The immersion group was also more likely to use other mitigating devices on the oral task. en_US
dc.description.sponsorship Stvan, Laurel en_US
dc.language.iso EN en_US
dc.publisher Linguistics en_US
dc.title The Emergence Of Pragmatic Softeners In Spanish By Instructed Learners Of Spanish In The Study Abroad And Immersion Contexts en_US
dc.type Ph.D. en_US
dc.contributor.committeeChair Stvan, Laurel en_US
dc.degree.department Linguistics en_US
dc.degree.discipline Linguistics en_US
dc.degree.grantor University of Texas at Arlington en_US
dc.degree.level doctoral en_US
dc.degree.name Ph.D. en_US
dc.identifier.externalLink https://www.uta.edu/ra/real/editprofile.php?onlyview=1&pid=1558
dc.identifier.externalLinkDescription Link to Research Profiles

Files in this item

Files Size Format View
Welch_uta_2502D_10200.pdf 3.017Mb PDF View/Open

This item appears in the following Collection(s)

Show simple item record

Browse

My Account

Statistics

About Us