Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities PDF
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Issues in Hispanic and 31 Lusophone Linguistics Advancedness in Second Language Spanish Definitions, challenges, and possibilities Edited by Mandy R. Menke and Paul A. Malovrh John Benjamins Publishing Company Advancedness in Second Language Spanish Issues in Hispanic and Lusophone Linguistics (IHLL) issn 2213-3887 IHLL aims to provide a single home for the highest quality monographs and edited volumes pertaining to Hispanic and Lusophone linguistics. In an effort to be as inclusive as possible, the series includes volumes that represent the many sub-fields and paradigms of linguistics that do high quality research targeting Iberian Romance languages. IHLL considers proposals that focus on formal syntax, semantics, morphology, phonetics/phonology, pragmatics from any established research paradigm, as well as psycholinguistics, language acquisition, historical linguistics, applied linguistics and sociolinguistics. The editorial board is comprised of experts in all of the aforementioned fields. For an overview of all books published in this series, please see benjamins.com/catalog/ihll Editors Jennifer Cabrelli Kimberly L. Geeslin University of Illinois at Chicago Indiana University Editorial Board Patrícia Amaral Michael Iverson Liliana Sánchez Indiana University Indiana University Rutgers University Sonia Colina Matthew Kanwit Ana Lúcia Santos University of Arizona University of Pittsburgh Universidade de Lisboa João Costa Paula Kempchinsky Scott A. Schwenter Universidade Nova de Lisboa University of Iowa Ohio State University Inês Duarte Juana M. Liceras Naomi Lapidus Shin Universidade de Lisboa University of Ottawa University of New Mexico Daniel Erker John M. Lipski Carmen Silva-Corvalán Boston University Pennsylvania State University University of Southern California Timothy L. Face Gillian Lord University of Minnesota University of Florida Miquel Simonet University of Arizona Sónia Frota Jairo Nunes Universidade de Lisboa Universidade de São Paulo Megan Solon Indiana University Ángel J. Gallego Acrisio Pires Universitat Autònoma de Barcelona University of Michigan, Ann Arbor Juan Uriagereka University of Maryland María del Pilar García Mayo Pilar Prieto Universidad del País Vasco Universitat Pompeu Fabra Elena Valenzuela University of Ottawa Anna Gavarró Jason Rothman Universitat Autònoma de Barcelona UiT The Arctic University and Bill VanPatten Universidad Nebrija Michigan State University Volume 31 Advancedness in Second Language Spanish Definitions, challenges, and possibilities Edited by Mandy R. Menke and Paul A. Malovrh Advancedness in Second Language Spanish Definitions, challenges, and possibilities Edited by Mandy R. Menke University of Minnesota Paul A. Malovrh University of South Carolina John Benjamins Publishing Company Amsterdam / Philadelphia TM The paper used in this publication meets the minimum requirements of 8 the American National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984. doi 10.1075/ihll.31 Cataloging-in-Publication Data available from Library of Congress: lccn 2020041619 (print) / 2020041620 (e-book) isbn 978 90 272 0810 1 (Hb) isbn 978 90 272 6032 1 (e-book) © 2021 – John Benjamins B.V. No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any other means, without written permission from the publisher. John Benjamins Publishing Company · https://benjamins.com Table of contents Chapter 1 The problematic pursuit of defining advancedness 1 Mandy R. Menke and Paul A. Malovrh Part I. Advancedness and standardized assessments of proficiency Chapter 2 The (limited) contributions of proficiency assessments in defining advancedness 17 Mandy R. Menke and Paul A. Malovrh Chapter 3 ACTFL OPIc question prompt and advanced Spanish fluency 41 Alan V. Brown, Gregory L. Thompson and Troy Cox Chapter 4 Advanced users of Spanish: Relationships among modalities of speaking, reading, and listening 65 Dan Soneson Part II. Advancedness and late-acquired structures Chapter 5 The role of late-acquired structures in advanced oral proficiency: A consideration of complexity and variability as indicators of development 95 Paul A. Malovrh and Mandy R. Menke Chapter 6 Allowable temporal distances for future-time forms: The case of advanced L2 Spanish learners 115 Matthew Kanwit Chapter 7 What does advanced L2 pronunciation look like? Evidence from the ultimate attainment of Spanish consonants 143 Timothy L. Face vi Advancedness in Second Language Spanish Chapter 8 An exploration of advanced-level learners’ verb choices in variable mood-distinction contexts 171 Aarnes Gudmestad Chapter 9 L2 proficiency and L2 dialect processing during study abroad 193 Christine Shea Part III. Advancedness and sophisticated language use in context Chapter 10 Sophisticated language use in context: The contributions of variationist approaches to the study of advanced learners of Spanish 219 Kimberly Geeslin Chapter 11 Linguistic markers of stance in advanced second language Spanish academic writing 245 Mandy R. Menke Chapter 12 Using the L2 to express intercultural competencet: A measure of sophisticated language use in context 273 Lori Czerwionka Chapter 13 Spanish-language advancedness: Grammatical metaphor and the oral-written continuum 299 Omar Velázquez-Mendoza Chapter 14 Developing advanced pragmatic competence in Spanish 323 J. César Félix-Brasdefer and Megan DiBartolomeo Part IV. Advancedness and individual learner characteristics and advanced-level performance Chapter 15 Advancing notions of advancedness: Clarifying the differential and dynamic effects of working memory across the second language proficiency spectrum 351 Ellen J. Serafini Table of contents vii Chapter 16 Individual characteristics in advanced Spanish proficiency: Cluster and case-matching analyses on 127 advanced learners 367 Paula Winke, Emily Heidrich Uebel and Susan Gass Chapter 17 The effects of study abroad on interlanguage development: A concept-oriented analysis of advanced Spanish majors’ direct object expression 397 Paul A. Malovrh and James F. Lee Chapter 18 The role of individual characteristics in the acquisition of Spanish copula choice: The case of Korean learners 417 Avizia Y. Long Chapter 19 The role of language anxiety and enjoyment in advanced proficiency: Considerations for task-based language teaching research 441 Ángela Donate Chapter 20 Language aptitude and foreign accent in advanced L2 speakers of Spanish 469 Gisela Granena Chapter 21 Looking ahead: Future directions for research on advancednesss and instructional practice in second language Spanish 489 Paul A. Malovrh and Mandy R. Menke Index 503 Acknowledgements We are indebted to a number of people who helped us realize this project. Above all, we thank the individual authors who contributed their research, time, and pro- fessionalism to the present volume, and in doing so, allowed us to fulfill its central goal, which was to further our understanding of advancedness in L2 Spanish from multiple perspectives. In addition to the aforementioned authors, various individuals were instrumen- tal in our collaboration. After independently thinking and talking about the no- tion of advancedness and having informal conversations with colleagues, Kimberly Geeslin and Tim Face suggested that we speak to each other about this shared interest and our work in 2017. Our initial conversations led to the organization of a symposium, held at the University of Minnesota in February 2018, which is where our collaboration with the volume’s contributors began. The symposium brought together a wealth of topics, ideas, data, and research designs aimed at studying advanced proficiency specifically in L2 Spanish. The concluding panel discussion between James Lee, Michael Long, and Kimberly Geeslin helped us to synthesize what we believe are some of the main challenges to investigating advanced profi- ciency and informed the organization and structure of this volume. In addition to thanking all of the symposium participants, we also owe thanks to the various spon- sors from the University of Minnesota: Imagine Fund, Department of Spanish & Portuguese Studies, College of Liberal Arts Language Center, Center for Advanced Research in Language Acquisition, Department of Curriculum & Instruction, and Institute of Linguistics. The high quality of the finished product presented in the research of the follow- ing chapters was made possible by a vigorous peer review process, and we thank our reviewers from the fields of SLA and linguistics for their professional dedication and their expertise in providing feedback to our authors. They include: John Archibald Germán Zárate-Sández Margaret Lubbers Quesada Bret Linford Eric Holt Charles Nagle Casilde Isabelli Avizia Long Lauren Schmidt Barbara Lafford Richard Cameron Carol Klee Rachel Shively Julieta Fernández Cecilia Colombi Marianna Ryshina-Pankova Maria Hasler-Barker Julie Sykes
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