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THE EFFECT OF THE CONTEXT OF LEARNING ON THE USE OF COMMUNICATION STRATEGIES BY LEARNERS OF SPANISH AS A SECOND LANGUAGE

Published online by Cambridge University Press:  23 April 2004

Barbara A. Lafford
Barbara A. Lafford
Affiliation:
Arizona State University
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Abstract

This study investigates the effect of the context of learning—“at home” (AH) classroom versus study abroad (SA)—on the number and types of communication strategies (CSs) used by learners of Spanish as a second language. Oral data from 46 learners—20 AH and 26 SA—were analyzed before and after the treatment period, to discern the effect of various factors on the learners' levels and choice of CS usage: type of CS category (L1 or L2 based, direct or interactional, and problem-orientedness [resource deficit, other performance, and self-performance]) and measures of language use. Posttest results showed a significant effect for context for CS categories and language use: Students in the SA context consistently used fewer CSs than their classroom counterparts, and their CS use correlated negatively with higher use of Spanish outside the classroom and with the host family. It is posited that the pragmatic exigencies of the AH and SA contexts may account for these findings.This research would not have been possible without the support of the Council on International Educational Exchange (CIEE), which sponsored this team project, headed by Barbara F. Freed and Norman Segalowitz, to study the effects of the SA experience on L2 learners. I am very grateful to the members of the CIEE project team: Joe Collentine, Barbara Freed, Norman Segalowitz, and Manuel Díaz-Campos, for their insightful commentary on earlier versions of this work. Special appreciation also goes to Nicole Lazar for her expert assistance with the methodology and data analysis sections of this paper. My sincere appreciation also goes to Julie Sykes, Rosalind Freeman, and Sharma Martineau, graduate students in Spanish SLA and applied linguistics at Arizona State University, for their assistance with the partial transcription and the coding of the CS data.

Type
Research Article
Information
Studies in Second Language Acquisition , Volume 26 , Issue 2 , June 2004 , pp. 201 - 225
Copyright
© 2004 Cambridge University Press

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