BEGIN:VCALENDAR VERSION:2.0 PRODID:-//events.la.psu.edu//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20201101T020000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD BEGIN:DAYLIGHT DTSTART:20200308T020000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:14542-983b4af2bd043cd7fac40badf601e937@events.la.psu.edu DTSTAMP:20260527T033408Z DTSTART;TZID=America/New_York:20250221T090000 DTEND;TZID=America/New_York:20250221T103000 SUMMARY:“Combining Approaches to Investigate the Intersection of SLA and Variati onist Sociolinguistics: Variable Future-Time Ex” DESCRIPTION:\nMatthew Kanwit\, University of Pittsburgh\n\nThe current r esearch presentation aims to show the benefits of integrating two discip lines (i.e.\, sociolinguistics and second language acquisition) and of c ombining two distinct approaches (i.e.\, concept-oriented and variationi st approaches). It also endeavors to demonstrate how one project can fru itfully inform the next. It takes as its point of departure learners’ co mmunicative competence\, or their ability to communicate successfully in a second language (L2)\, not only based on grammatical knowledge\, but also contextual sensitivity to when one form might be expected over anot her\, along with strategies for successful communication (Canale &\; Swain\, 1980\; Celce-Murcia\, 2008\; Kanwit &\; Solon\, 2023\; Ortega \, 2019).\n\nThe focus of the presentation is on the results of two grou ps of studies\, each based on variable expression of futurity in Spanish (see Aaron\, 2010\; Orozco\, 2021). The first pair of studies compares two groups of learners of Spanish who participated in intensive seven-we ek immersion programs in Valencia\, Spain\, and Mérida\, Mexico\, along with two groups of expert (i.e.\, native) speakers from the same regions . Upon arrival and at the end of their stay in the target environment\, learners completed a contextualized preference task created to examine t he selection of morphological future (e.g.\, saldré ‘I will leave’)\, pe riphrastic future (e.g.\, voy a salir ‘I am going to leave’)\, and prese nt indicative forms (e.g.\, salgo esta noche ‘I leave tonight’) in futur e-time contexts. Overall\, the data indicate significant differences bet ween expert speakers in the two regions and that the learners were sensi tive to regional norms\, adjusting both the frequency of selection of a particular form and the linguistic predictors of such selection.\n\nThe second group of studies considers five groups of learners of Spanish cur rently living in the midwestern United States and a group of expert spea kers of Spanish residing in the same region. The study includes two task s which target the oral production and written selection of variable fut ure forms and combines L2 variationist (e.g.\, Bayley &\; Tarone\, 20 12\; Geeslin\, 2003\, 2022\; Gudmestad\, 2022) and functionalist\, conce pt-oriented approaches (e.g.\, Andersen\, 1984\; Bardovi-Harlig\, 2000\, 2017\, 2020\; Shirai\, 1995\; von Stutterheim &\; Klein\, 1987). Res ults indicate notable task-related differences between production and se lection\, along with learner one-to-one associations giving way to multi functionality (Andersen\, 1984\, 1990\; Bardovi-Harlig\, 2020). Regional differences are discussed across both groups of studies\, along with th e acquisition of variable future-time expression according to proficienc y level and location of study abroad.\n\nThroughout the presentation\, t he benefits of combining variationist and concept-oriented approaches ar e explored\, along with the expected and perhaps unexpected ways that le arners reveal communicative competence\, as also mediated by lexical fre quency and morphological regularity and informed by how variants have gr ammaticalized over time (Brown\, 2018\; Bybee et al.\, 1994\; Howe\, 201 8\; Torres Cacoullos\, 2016)\n\nFor more details: https://events.la.psu. edu/event/cls-speaker-series-kanwit/ X-ALT-DESC;FMTTYPE=text/html:

Matthew Kanwit, University of Pittsburgh

The current research pr esentation aims to show the benefits of integrating two disciplines (i.e ., sociolinguistics and second language acquisition) and of combining tw o distinct approaches (i.e., concept-oriented and variationist approache s). It also endeavors to demonstrate how one project can fruitfully info rm the next. It takes as its point of departure learners’ communicative competence, or their ability to communicate successfully in a second lan guage (L2), not only based on grammatical knowledge, but also contextual sensitivity to when one form might be expected over another, along with strategies for successful communication (Canale & Swain, 1980; Celc e-Murcia, 2008; Kanwit & Solon, 2023; Ortega, 2019).

The focus of the presentation is on the results of two groups of studies, each ba sed on variable expression of futurity in Spanish (see Aaron, 2010; Oroz co, 2021). The first pair of studies compares two groups of learners of Spanish who participated in intensive seven-week immersion programs in V alencia, Spain, and Mérida, Mexico, along with two groups of expert (i.e ., native) speakers from the same regions. Upon arrival and at the end o f their stay in the target environment, learners completed a contextuali zed preference task created to examine the selection of morphological fu ture (e.g., saldré ‘I will leave’), periphrastic future (e.g., voy a sal ir ‘I am going to leave’), and present indicative forms (e.g., salgo est a noche ‘I leave tonight’) in future-time contexts. Overall, the data in dicate significant differences between expert speakers in the two region s and that the learners were sensitive to regional norms, adjusting both the frequency of selection of a particular form and the linguistic pred ictors of such selection.

The second group of studies considers fi ve groups of learners of Spanish currently living in the midwestern Unit ed States and a group of expert speakers of Spanish residing in the same region. The study includes two tasks which target the oral production a nd written selection of variable future forms and combines L2 variationi st (e.g., Bayley & Tarone, 2012; Geeslin, 2003, 2022; Gudmestad, 202 2) and functionalist, concept-oriented approaches (e.g., Andersen, 1984; Bardovi-Harlig, 2000, 2017, 2020; Shirai, 1995; von Stutterheim & K lein, 1987). Results indicate notable task-related differences between p roduction and selection, along with learner one-to-one associations givi ng way to multifunctionality (Andersen, 1984, 1990; Bardovi-Harlig, 2020 ). Regional differences are discussed across both groups of studies, alo ng with the acquisition of variable future-time expression according to proficiency level and location of study abroad.

Throughout the pre sentation, the benefits of combining variationist and concept-oriented a pproaches are explored, along with the expected and perhaps unexpected w ays that learners reveal communicative competence, as also mediated by l exical frequency and morphological regularity and informed by how varian ts have grammaticalized over time (Brown, 2018; Bybee et al., 1994; Howe , 2018; Torres Cacoullos, 2016)

For more details: https://events.la.p su.edu/event/cls-speaker-series-kanwit/

URL:https://cls.la.psu.edu/news-events/cls-speaker-series LOCATION:Foster Auditorium, 102 Paterno Library END:VEVENT END:VCALENDAR