The Role of Immersion and Non-immersion Contexts in L2 Acquisition: A Study Based on the Analysis of Interactional Disco
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The Role of Immersion and Non‑immersion Contexts in L2 Acquisition: A Study Based on the Analysis of Interactional Discourse Markers Margarita Borreguero Zuloaga1 · Anna De Marco2 Received: 31 October 2019 / Accepted: 7 August 2020 © Springer Nature Switzerland AG 2020
Abstract The present paper deals with the acquisition of discourse markers (DMs) in L2 Italian in two different groups of learners and focuses on the methodological problems of comparing interlanguage corpora produced in immersion and non-immersion contexts. The learners are Spanish speakers with an A2 level in Italian and the corpus has been collected in two different settings: a full-immersion context at the University of Calabria in Italy and a guided-learning context at two language schools in Spain. The research focuses on the acquisition of interactional discourse markers and their role in the dynamics of conversations both between non-native speakers and between native and non-native speakers. We analyse the most frequent interactional functions conveyed by DMs, the types employed by native speakers and learners in each of these functions and their frequency. Our results show how acquisition in immersion and non-immersion contexts differs not in the variety of interactional functions displayed by non-native speakers but in the higher number of types of discourse markers employed, and presents the advantages and drawbacks of learning processes in both types of contexts regarding pragmatic strategies. Keywords Discourse markers · L2 Italian · L1 Spanish · Interaction · Immersion context
Although the paper is the result of the joint work of the two authors, Borreguero is responsible of the paragraphs: 2.1, 3, 4.2 5.2, and De Marco is responsible of the paragraphs: 2.2, 4, 4.1, 5.3. The paragraphs: 1, 5.1, 6 are written by both authors. * Margarita Borreguero Zuloaga [email protected] 1
Dpto. de Estudios Románicos, Franceses, Italianos y Traducción, Facultad de Filología (Edificio D Desp. 2.365), Universidad Complutense de Madrid, c/Profesor Aranguren s/n, 28040 Ciudad Universitaria, Madrid, Spain
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Università della Calabria, Rende, Cosenza, Italy
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M. Borreguero Zuloaga, A. De Marco
Introduction The aim of our research is twofold. a. First, we investigate the role of context in the acquisition of discourse markers (DMs) in the case of close-related languages with a high degree of intercomprehension. For that purpose, we study the acquisition of DMs in L2 Italian by Spanish learners in two differentiated environments: the so-called immersion context,1 where the learner is in constant contact with native speakers of the language s/he is learning during long periods (usually more than three months) in a country where this language is one of the languages of daily interaction and, therefore, has the opportunity to interact with native speakers on a daily basis; and the non-immersion context, where the learner acquires the language in formal educational settings in a country where this language is not one of
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