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- Creators: Arizona State University
Description
Using Spencer-Oatey's rapport management approach, the present study evaluates the interlanguage pragmatic development of 17 native English-speaking American learners over the course of a semester in Spain, specifically in terms of the strategies they used in their second language (L2) to manage rapport in an advice-giving, oral role-play situation at semester start and semester end. To allow for a more in-depth analysis of the effect that a semester abroad has on Spanish L2 advice-giving behaviors, the learners were grouped into two distinct proficiency levels. Group 1 (n=9) represents learners who entered the semester abroad with a beginning to intermediate-low proficiency level and group 2 (n=8) represents learners who entered the semester abroad with an intermediate-high proficiency level. The results indicate that both learner groups had similar overarching behavioral expectations in this context. Specifically, both sets of learners expressed empathy, involvement, and respect for the interlocutor, while at the same time they used advice-giving strategies of varied illocutionary force to claim authority in addressing the interlocutor's dilemma. Both groups also balanced face sensitivities through strategies that both enhanced and challenged the interlocutor's identity face. However, it is argued that in this context claiming authority and challenging the interlocutor's identity face were permitted behaviors that emphasized the relational goals of the participants. Additionally, when developmental differences between the two proficiency levels were analyzed, the results showed that learner proficiency had an impact on specific strategy choices.
ContributorsBaca, Evelyn C. (Author) / García, Carmen (Thesis advisor) / Lafford, Barbara (Thesis advisor) / Elorrieta, Jabier (Committee member) / Arizona State University (Publisher)
Created2011
Description
Civic engagement is often defined as political activism; to be a part of governmental decision making, the practices thereof, and various efforts of participation in voting. However, civic engagement is also known for its role within non-political work, such as community building and development. Because of the former definition many members of our society have a tendency to not embrace the full potential of their community roles. It is always about who is a Republican, who is a Democrat, who looks better, or who has a better name. Now it must be noted that this is not in absolute, not all members of our society work in this thought process, but many still do. If that doesn't come as a surprise to you, then the simplicity of how you can be an engaged member will. As a student attending Arizona State University at the West campus in Phoenix, Arizona, I have chosen to challenge the traditional view of civic engagement and prepare this development plan for the campus community. Having done so, I not only discovered the paths that one can take to be engaged in such matters, but also continued my role as a civil servant.
ContributorsWaldie, Howard William (Author) / Ackroyd, William (Thesis director) / Smith, Sharon (Committee member) / Alvarez Manninen, Bertha (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor)
Created2015-05
Description
First-generation college students are an underrepresented group in terms of study
abroad participation nationally and at Arizona State University (ASU). The ASU and
International Studies Abroad (ISA) Planning Scholars Scholarship Program was
developed to support first-generation college students in their pursuit of study abroad.
This mixed-methods study examined what the specific needs of first-generation college
students are as they pursue study abroad experiences and what effect the ASU and ISA
Planning Scholars Program had on them. A combination of surveys, semi-structured
interviews, and a photovoice project provided data for the study. Key findings included
that first-generation college students had concerns about finances, finding a study abroad
program that would keep them on track for graduation, making friends while they study
abroad, and traveling abroad alone. The study indicated that the Planning Scholars
program did increase students’ confidence in pursuing study abroad. Additionally, the
theory of First-Generation Strength was developed which suggests that first-generation
college students possess certain strengths and capital that help them overcome a variety
of new obstacles and make them an ideal candidate for study abroad due to their
experiences with having to navigate new contexts, such as going to college,
independently.
abroad participation nationally and at Arizona State University (ASU). The ASU and
International Studies Abroad (ISA) Planning Scholars Scholarship Program was
developed to support first-generation college students in their pursuit of study abroad.
This mixed-methods study examined what the specific needs of first-generation college
students are as they pursue study abroad experiences and what effect the ASU and ISA
Planning Scholars Program had on them. A combination of surveys, semi-structured
interviews, and a photovoice project provided data for the study. Key findings included
that first-generation college students had concerns about finances, finding a study abroad
program that would keep them on track for graduation, making friends while they study
abroad, and traveling abroad alone. The study indicated that the Planning Scholars
program did increase students’ confidence in pursuing study abroad. Additionally, the
theory of First-Generation Strength was developed which suggests that first-generation
college students possess certain strengths and capital that help them overcome a variety
of new obstacles and make them an ideal candidate for study abroad due to their
experiences with having to navigate new contexts, such as going to college,
independently.
ContributorsRausch, Kyle (Author) / Puckett, Kathleen (Thesis advisor) / Lynch, Jacquelyn S (Committee member) / Smith, Sharon (Committee member) / Arizona State University (Publisher)
Created2017