Study Abroad and Second Language Use
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1 Study Abroad and Second Language Use Language plays an essential role in how we portray our personalities. Through social interaction, others develop a picture of us based on our linguistic cues. However, when we interact in a foreign language and in a new country, limitations in linguistic and cultural knowledge can make self-presentation a more difficult task. This book explores the problems faced by language students embarking on study-abroad programs, spending time in a foreign country, and having to interact and express their personalities in a second language. Drawing on her extensive work with students, Valerie Pellegrino Aveni explores the factors that complicate self-presentation and the strategies students use for overcoming these, looking in particular at issues of anxiety, control, age, gender, risk-taking, and self-esteem. Offering rich insights into the study-abroad experience, this book will be an invaluable resource for professionals in second language acquisition and for teachers and students preparing for study abroad. valerie a. pellegrino aveni is the former Director of the Russian Language Program and Graduate Teaching Associate Coordinator in the Department of Slavic and East European Languages and Literatures, Ohio State University, where she is currently Visiting Assistant Professor. She is a specialist in second language acquisition and foreign language pedagogy and has spent twelve years studying, working, and leading study-abroad programs for high school and college students. In addition to Study Abroad and Second Language Use, she is currently developing a series of multilingual storybooks for children aged one to five.
2 Study Abroad and Second Language Use Constructing the Self
3 published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge, United Kingdom cambridge university press The Edinburgh Building, Cambridge, CB2 2RU, UK 40 West 20th Street, New York, NY , USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarcón 13, Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa C 2005 This book is in copyright. Subject to statutory exception and to the provisions of the relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2005 Printed in the United Kingdom at the University Press, Cambridge Typeface Times 10/12 pt. System LATEX2ε [tb] A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication data Pellegrino Aveni, Valerie A. Study abroad and second language use : constructing the self/valerie A. Pellegrino Aveni. p. cm. Includes bibliographical references and index. ISBN ISBN (pb.) 1. Language and languages Study and teaching. 2. Self-presentation. 3. Foreign study. I. Title. P53.P dc ISBN hardback ISBN paperback The publisher has used its best endeavours to ensure that the URLs for external websites referred to in this book are correct and active at the time of going to press. However, the publisher has no responsibility for the websites and can make no guarantee that a site will remain live or that the content is or will remain appropriate.
4 For Carl, Lucy, and Eamon, and in memory of Michelle.
5 Speech is a mirror of the soul: as a man speaks, so is he. Maxim 1073 Publilius Syrus, First Century BC
6 Contents Acknowledgments Note on text conventions Abbreviations page ix x xi Introduction 1 1 Language use in a social context Language and self Communicative goals 25 2 The social dance: second language use and the construction of self Constructing the self: social hierarchy and social distance Social hierarchy Social distance 46 3 Learners and their environment: factors affecting self-construction Social-environmental cues Learner-internal cues The whole picture: interactivity of cues Coming into our own: the convergence of real self and ideal self Balancing learner-internal cues and social-environmental stimuli Progressive development of internal security 124 Conclusion: The self in the second language: implications and next steps 144 Appendix 1 Study context and research methodology 151 vii
7 viii Contents Appendix 2 ACTR study-abroad program participants: demographic profile 158 Appendix 3 Participant profiles 159 References 177 Index 185
8 Acknowledgments This study was supported by the Research Scholar Program through the American Council of Teachers of Russian (ACTR), funded by the United States Information Agency, and by the Mellon Scholar Program at the National Foreign Language Center. I wish to express deep gratitude to these institutions for their support, without which this study would not have been possible. A most important thank you to the many students who participated in this study and to ACTR s resident directors and staff members, whose tireless help was invaluable in the data-collection process. I would like to thank the staff at the National Foreign Language Center, who provided the technical and moral support throughout the data-analysis phase. I also thank the faculty and students of the Department of Russian at Bryn Mawr College and the Department of Slavic and East European Languages and Literatures at the Ohio State University for their endless support and valuable insights and for making my work possible. Thanks to Dianna Murphey and Audra Starcheus for their work transcribing and formatting, to Jennifer Bown for her administrative support, and to Laurie Paule for her assistance in the preparation of the final manuscript. Professors Diane Birckbichler and Daniel Collins also provided invaluable feedback and support, for which I am most grateful. I give special thanks to Professors Richard D. Brecht and Dan E. Davidson for their ever-ready encouragement, help, wisdom, patience, and trust. Most importantly, I wish to thank those who stuck around and were always there when I needed them, even at times of many exclamation points: my family and especially Carl, who gave more than his share. ix
9 Note on text conventions Russian words that were written in Cyrillic in the original data are transliterated according to the US Board on Geographic Names and are marked as transliterated by italics. Russian words are also translated in parentheses following the word. x
10 Abbreviations The following abbreviations are commonly used throughout the text: ACTFL American Council on the Teaching of Foreign Languages ACTR American Council of Teachers of Russian C1, C2 first culture, second culture FSI/ILR Foreign Service Institute / Interagency Language Roundtable ICC intercultural competence L1, L2 first language, second language NFLC National Foreign Language Center NNS non-native speaker NS native speaker OPI Oral Proficiency Interview RD resident director SLA second language acquisition TL target language xi
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