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Hawai‘i Imin International Conference Center
University of Hawai‘i at Manoa, Honolulu, Hawai‘i

17th International Conference on Pragmatics & Language Learning

STUDY ABROAD EXPERIENCES FROM A LANGUAGE SOCIALIZATION PERSPECTIVE

Convener: Haruko Cook, University of Hawai’i

Colloquium Abstract

The theoretical model of language socialization (Schieffelin and Ochs 1986) contends that novices are socialized through participation in routine interactions with experts. Study abroad experiences provide an abundance of such opportunities. This panel closely examines different aspects of such routine interactions between learners and members of the host society.

Learners of Japanese and socialization through expert-novice negotiation in a study abroad setting - Abigail McMeekin (University of Hawai’i at Manoa)

This paper analyzes negotiations between five learners of Japanese and their native speaker host family members in a study abroad setting. The data reveals how learners who engage in novice-expert negotiation are socialized to use the target language appropriately through repeated exposure to morphosyntactic, lexical, sociolinguistic, and pragmatic input.

Learning to say good-bye: The socialization of leave taking in Indonesian - Margaret A. DuFon
(California State University, Chico
)

The socialization of the pragmalinguistic and sociopragmatic aspects of leave-taking in Indonesian is examined from the perspective of learners abroad in Indonesia.  Journal data is analyzed to determine how learners are socialized to use language and socialized through the use of language during naturalistic interactions with competent native speakers. 

Variations in Host Families’ Interactional Styles: Those with and those without a teaching voice - Haruko M. Cook (University of Hawai’i at Manoa)

This paper examines the addressee honorific masu form in the speech of nine Japanese host families and finds two types of masu users. The paper discusses different co-occurring features associated with frequent and non-frequent masu users and ways in which these features index different “voices” (Bakhtin 1981).

Language Study Abroad as Contact Zones: The Co-construction of language learner identity - Meryl Siegal (Laney College)

In 1992 Mary Louise Pratt used the term contact zone “to emphasize the interactive, improvisational dimensions of colonial encounters so easily ignored or suppressed by diffusionist accounts of conquest and domination.” Using longitudinal, ethnographic data from Hiroshima, Japan, I place the language learning experience within this paradigm, looking at the complex power relations that exist between sojourner and resident.

 

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