Using Video to Teach for Sociolinguistic Competence in the Foreign Language Classroom

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AUTHOR Witten, Caryn TITLE Using Video To Teach for Sociolinguistic Competence in the Foreign Language Classroom. PUB DATE 2000-00-00 NOTE 35p.; In: Proceedings for the Texas Foreign Language [Education] Conference (Austin, Texas, March 31-April 1, 2000); see FL 027 384. PUB TYPE Journal Articles (080) Reports Research (143) Speeches /Meeting Papers (150) JOURNAL CIT Texas Papers in Foreign Language Education; v5 n1 p143-175 spec iss Fall 2000 EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS College Students; Feedback; Global Approach; Higher Education; *Interpersonal Competence; Language Proficiency; Second Language Instruction; *Sociolinguistics; Spanish; Teaching Methods; *Videotape Recordings

ABSTRACT This study worked to develop the sociolinguistic competence of college learners of first-year Spanish using input enhancement techniques that required learners to actively view video. Research shows that native speakers are more sensitive to sociolinguistic errors than to grammatical errors made by nonnative speakers. Therefore, the study hypothesized that educating language learners about sociolinguistic differences would result in their having more positive relationships in future contacts with speakers of other languages. On nine occasions, the control group students independently viewed episodes of a Spanish videotaped soap opera that used authentic language and culture. Following each viewing, they took in-class quizzes on the plot of the story. The intervention group viewed the same video and took the same quizzes, but before each of the nine viewings, they were given a take-home quiz to fill out while watching the video. At the end of the semester, all students completed three feedback instruments to determine their sociolinguistic awareness. Results indicated that the intervention group outperformed the control group at statistically significant levels in several areas. Interactive video viewing positively influenced their affect and time on task and enhanced sociolinguistic competence. It also increased students' global comprehension. (Contains 49 references.)(SM)

Reproductions supplied by EDRS are the best that can be made from the original document. Using Video to Teach for Sociolinguistic Competence in the Foreign Language Classroom*

CARYN WrnEN, The University of Texas at Austin

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2 BESTCOPYAVAILABLE Using Video to Teach for SociolinguisticCompetence in the Foreign Language Classroom*

CARYN WITTEN, The University of Texas at Austin

This paper examines the findings from a classroom researchproject that involved developing the sociolinguistic competence of learners of first-yearSpanish. This project used input enhancement techniques thatrequired the learners to actively view video. Research shows that native speakers are moresensitive to sociolinguistic errors than to grammatical errors made bynonnative speakers. Therefore, it is hoped that educating language learnersabout sociolinguistic differences will result in their having more positive relationships infuture contacts with speakers of other languages. The data from the study areencouraging regarding learners' ability to both recognize and use more culturallyappropriate linguistic forms once they are overtly made awareof sociolinguistic differences.

INTRODUCTION The focus of the classroom research projectdescribed in this paper was to assess the effect ofimplementing input enhancement strategies that encourage active video viewing on the development of thelearners' sociolinguistic competence in a second-language (L2). Todate, studies have been conducted in this area that employ video,audiotape, role play, and classroom meta-pragmaticdis- cussion as independent variables to assessthe development of sociolinguistic competence (Overfield, 1996) and thatemploy mainly meta-pragmatic classroom discussion (Pearson, forthcoming). The uniquenessof this current project is that it attempted to hold classroom discussion as constant aspossible while isolating the effect of independent viewing of video withconsciousness-raising activities on the L2 learning process. Consciousness-raising has been defined as "the deliberate attempt todraw the learner's attention specifically to the formalproperties of the target language" as opposed to "natural circumstanceswhere attention to form may be minimal and sporadic" (Sharwood-Smith, 1981).The term "consciousness- raising," which refers to processes occurring in thelearner's brain, is often re- placed with the term "input enhancement"(Sharwood-Smith, 1993), which refers to what the instructor is doing tomanipulate the learning process. This redefini- tion came about because it is much easier todocument what the instructor is doing externally than to document whatthe learner is doing internally. The first studies that looked at input enhancement in the L2 contextexamined the acquisition of grammatical structures (Gass andMadden, 1985; Schachter, 1988; Shar- wood-Smith, 1981, 1986; Tomlin and Villa, 1994).These researchers concluded that focusing the learner's attention on specificfeatures of the L2 did increase acquisition of those features.

1 * Presented at the Texas Foreign Language EducationConference 2000 (TexFLEC CNI 2000), University of Texas at Austin, March 31-April 1,.2000. 144 Texas Papers in Foreign LanguageEducation

SinceHymes (1968, 1971) seems to imply that inputenhance- coinedtheterm"communicative ment techniques may be even more competence," L2 instructors havebeen important in the area of L2 pragmatics' increasingly interested in areas of lin- than in the area of L2 grammar. guistic competence other than gram- Unlikegrammaticalcompe- mar. Asdefined,communicative tence, sociolinguistic competenceis competenceis composed of three much harder to teach in the classroom abilities. These are grammatical com- setting. It may require contextualized, petence, strategic competence,and so- interactivelanguage suchasthat ciolinguistic competence (Cana leand found in video (Koike, 1989). Fortu- Swain, 1980; Cana le, 1984).These re- nately, modem technology hasmade searchers later added discourse com- video much more accessible forL2 in- petence. This paper examinesthe area struction. Not only are manyclass- of sociolinguistic competence,which rooms nowequipped with VCRs, but these researchers defined as theability it is reasonable to ask learners toview to use languageappropriately in a video independently outside ofthe given social context. Pragmatic com- classroom. petence is a closely relatedconcept. In part because of the popular- While Cana le and Swainproposed ity of Krashen's Monitor Model(1982, that pragmatic competence is a com- 1983,1985),instructorsoftenuse ponent of sociolinguistic competence, video for passive "comprehensible in- other researchers (Bachman, citedin put" to develop learners' listening Hadley, 1993) have proposed that so- comprehension skills. Further compli- ciolinguistic competence is a compo- cating this situation encounteredin L2 nent of pragmatic competence.Be- pedagogy, which encourages passive cause of this ambiguityof terminology viewing, is the observation that since in the research, the two termswill be childhood, we have become accus- used interchangeably in this paper. tomed to watching television pas- Soon after some researchers sively (Lonnergan, 1984), so it is natu- began looking at the connectionbe- ral for the learner to viewpedagogical tween input enhancementstrategies videos this way. Current research pro- and grammar acquisition,other re- jects, such as mine, considerresearch searchers, especially Schmidt (1990), on inputenhancement in addition to began theorizing about their applica- Krashen's Monitor Model and attempt tion to the development ofsociolin- to change the learners'mode of inter- guistic competence. Otherresearch action with the video componentof (Ochs, 1979; Gleason, 1980; Bruner, the language course. In an attempt to 1981; Becker 1990, 1994) hasdocu- change the learner's lifelong viewing mented that, while the bulk ofthe habits, some researchers and instruc- grammar of a child'sfirst language tors are asking learners towatch video (L1) is not overtly taught, the prag- actively, by noticing and recording matics of the L1 are overtly taught by formal properties of the languagein the child's caretakers. This difference addition to following the develop-

4 Using Video for Sociolinguistic Competence 145 ment of the plot (Overfield, 1996; First, EFL instructors are dealing with Pearson, forthcoming; Altman, 1989; learners who are in total immersion Garza, 1996; Berwald, 1985; Gale and situations. Furthermore, learners of Brown, 1985; Gillespie, 1985; Lavery English are often more motivated by 1984; Mount, 1988). both intrinsic and instrumental factors One way for learners to acquire (Terrell, 1977), because many plan to the pragmatic features of an L2 would eitherimmigratetoanEnglish- be to immerse themselves in the target speaking country or to obtain em- culture. Since immersion is not possi- ployment in which English is essen- ble for many learners, video is the tial. On the other hand, instructors of nextbestthing.Inhisresearch, languages other than English are more Altman (1989) found that learners often dealing with learners who are who viewed a Total Physical Re- simply fulfilling a language require- sponse (TPR, Asher 1977, 1982) ses- ment or who have other motivations sion performed as well as students to master an L2 that are not as strong who actually participated in the ses- as that of the typical ESL/EFL learner. sion. This finding implies that video Whatever theindividual L2 can be a form of virtual reality for the learner's motivation, however, socio- language learner. An interesting study linguistic competence is important for by Olshtain and Blum-Kulka (1985) all of them. Research shows that na- concluded that, in the absence of overt tive speakers are more sensitive to so- teaching,itcan takea language ciolinguistic errors than to grammati- learner approximately 10 years to ac- cal errors made by normative speakers quire sociolinguistic competence even (OlshtainandBlum-Kulka,1985). in a total immersion environment. Therefore, in order to facilitate posi- This evidence supports the claim that tive reactions by native speakers when input enhancement is crucial to the a learner is interacting in the L2 envi- development of L2 pragmatic compe- ronment, it is important that all L2 tence, especially in a non-immersion learners (including those who may setting. never plan to master the language, but Most research in the area of so- who may want to be able to use it at ciolinguisticcompetence has been least informally throughout their lives conducted within the English as a or careers) be exposed to the existence Second/Foreign Language (ESL/ of pragmatic differences within and EFL) community. This type of re- across languages. search in Spanish as a Second Lan- With the aforementioned fac- guage is growing, but still not as plen- tors in mind, this current research tiful (Koike, Pearson, and Witten, in project investigated beginning learn- print). ers of Spanish at a large, public While illuminating, research in American University and focused on ESL/EFL is not always readily trans- their awareness of Spanish sociolin- ferable to the situation faced by other guistic differences as well as their use L2 educators for two main reasons. of certain forms. 146 Texas Papers in Foreign Language Education

RESEARCH METHODOLOGY guage or who had morethan 3 months travel abroad exposure to the The Research Questions language were eliminated from the This study addressed three re- study. Also, those who did not com- search questions. They are as follows: plete all three feedback instruments at the end of the semester were elimi- 1. What isthe roleof conscious nated. In the end, there was a total of awareness in thelearning of L2 106 subjects. The test group consisted pragmatic features? of 62 subjects, while the control group consisted of 44. 2. How can interactive video viewing enhance pragmatic input? The Nine Control Group Treatments The control group was given 3. Doesform-focusedinputen- the department's suggested (though hancement affect learners' global not mandatory) instructionalmethod- comprehension? ology. They were asked to independently view episodes of Destinos: An The Subjects Introduction to Spanish (Van Patten, et The subjects for this study were al., 1992) on nine occasions during the more than 200students enrolled in an semester. Destinos is apedagogical accelerated first-year Spanish course Spanish video program that, though at a large, public Americanuniversity. scripted, exposes the learners to au- This course condensed the first two thentic language and culture in a soap semesters of the regular program into opera format as theprotagonist trav- one semester. Toqualify forthis els to various Spanish-speaking coun- course, students had toachieve a cer- tries. Each of the nine sessions viewed tain score on the department's place- at home by the learners contained ment exam. Because of the natureof roughly an hour of video. Following the class, the students tended to be at each viewing session, the students a relatively equalability level. Stu- were required to takein-class quizzes dents were assigned to the various prepared by their individual instruc- sections of this course at random by tors, which focused solely on theplot the university's computerized sched- of the video story. The quizzes were uling system. Likewise, the author worth 5 points each and consisted of chose sections for this study at ran- true/false, multiple-choice, or short dom. Also, the assignment of sections answer questions. Thus,the nine Des- to either the test or control group was tinos quizzes were worth a total of 45 done randomly. points. The semester grade was based The study began with more on a 1,000-point system, sothe video than 200 subjects; however, almost component was 4.5% of each student's half of the subjects were eliminated semester grade. for various reasons. Students who were heritage speakers ofthe lan- Using Video for Sociolinguistic Competence 147

The Nine Test Group Treatments knowledge and to provide a summary Though the test group saw the of the plot. same episodes of the video and re- In studies done by VanPatten ceived the same amount of points for (1989, 1990), it was discovered that each assignment, it was given a much focusing the learners' attention on the different approach. Before each of the formal properties of a language dur- nine viewings, the test group subjects ing listening exercises can have dele- were given a take-home quiz to fill terious effects on overall, global com- out while watching the video. This prehension. Since this is not a favor- closer involvement with the video is able situation, in this study, we also why their viewing style has been wanted to determine whether we called "active" or "interactive" as op- were negatively affecting students' posed to the control group's viewing overall comprehension. Therefore, we style, which was relatively passive in asked the subjects to provide plot comparison. Since classroom instruc- summaries in order to stress the im- tion was held to a minimum for this portance of global comprehension. We experiment, the instructors who par- also examined plot comprehension in ticipated in both the control and test the final feedback at the end of the groups were unaware of the goal of semester in order to address our third the research project. They were simply research question. told that we would provide the test For the purpose of this study, group withDestinosquizzes and only the questions in the area of socio- would also correct the quizzes. linguistic competence on the take- Since pilot studies had con- home quizzes (treatments) are rele- firmed that L2 learners do not readily vant. While it would be interesting to understand the concepts of sociolin- know if and how this approach in- guisticcompetenceandstrategic creased the learners'strategic and competence (Witten, 1999), a brief grammatical competence and world two-page handout was provided to knowledge, these areas do not fall the students along with the first Desti- within the scope of this study. These nos take-home quiz. A copy of the so- other lines of inquiry were included in ciolinguistic portion of this handout the treatments for pedagogical rea- can be found in Appendix A. An ex- sons as well as to serve as distracters ample of the first take-home quiz to keep learners and their instructors given to the learners in the test group from knowing the purpose of this can be found in Appendix B. The study. quizzes, which will also be called Upon completion of the first treatmentsthroughoutthisstudy, treatment, the test group instructors asked students to find examples in the provided the author with the subjects' areas of grammatical, strategic, and responses to the treatments. These sociolinguistic competence from the quizzes were corrected and were re- video. The treatments also asked them turned to the instructors along with a to find examples of new cultural list of two or three "good" sample re- 148 Texas Papers in Foreign LanguageEducation sponses to each areaof the take-home "When Raquel wascalling quizzes. Instructors wereasked to al- Pedro, she was talking to hishouse- low these students toread their an- keeper (the woman in pink).Raquel usted?' (formal form) when swers to theclass, so that those who said '... y had been denied credit wouldunder- respondingtothe housekeeper.I stand why. This minimalintervention think she said this, because thehouse- be re- in the learning process wasdeemed keeper was older. She said it to necessary sincethe learners were be- spectful." asked ing graded on these treatments. The first responder was As with the control group,the to explain why hethought the two address learners of the test group weregiven 5 characters used the informal points for each of the treatments. form. It was hoped that hewould in- Since they were beingasked to do fer that "friendliness" was not neces- much more work for their5 points sarily a factor in choiceof address. asked to than those in the control group,affect The second responder was class, because was a concern.Affect of both test and read her example to the control groups was examined atthe it contained a specificrationale for the end of the semester,because it has use of theformal address. influence the For Question 2, whichasked been demonstrated to of char- learning process (Gardnerand Lam- students to look for examples 1972, Horwitz, 1988; Young, acters using variousspeech acts in or- bert, similar 1992). der to determine if they were or differentfrom what would be used Some Sample Responses tothe Nine by a native speaker oftheir language Test Group Treatments or dialect, below aretwo typical re- In order to provide thereader sponses: with an example of the typeof infor- "When Pati was being toldthat mation the author wassoliciting with her play was controversialand she the treatments, the following are some should change it, sherebuked this. sample responses from thefirst treat- When she rebuked this fact,she be- ment (Appendix B) inthe two areas of came veryfidgetyfor example, she sociolinguistic competence. For exam- moved her hands a lot. Ithink that ple on Question 1, whichasked stu- this is very much alike inEnglish. I dents to provide examples ofcharac- think we also move ourhands for ters using either theformal or infor- emphasis when we disagree." mal Spanish address, twotypical re- "When they answer the phone, sponses were asfollows: they say 'bueno' (good)instead of "When Juan walked into the 'hello.'" kitchen when Arturo and Pedro were The learner who providedthe talking, Raquel and Angela weretalk- first response was asked toprovide ing on the phone. They werehaving a actual quotes the next time.Though friendly conversation using the tic (in- body language is certainlyimportant formal) form." to communication,pragmatic compe-

R Using Video for Sociolinguistic Competence 149 tence is concerned with linguistic re- suggestion it would be similar to this, alizations of communication. The sec- if I were talking in English." ond responder was asked to read his In the fifth treatment (quiz) response to the class, because it was a (Appendix D), in both the sociolin- good example of pragmatic differ- guistic and grammatical competence ences between English and Spanish. sections learners were asked to look In order to vary instruc- for specific examples from the dia- tional strategy and also to look at dif- logue. In this way, learners were ferent types of processing, the treat- asked to use both inductive and de- ments given to learners took both deductive strategies throughout the se- ductive and inductive approaches to mester. testing the learners' ability to respond to the different areas addressed in the Data Collection Methodology Destinos quizzes. For example, in the At the end of the semester, fourth worksheet (Appendix C), in- threefeedbackinstrumentswere stead of being asked to glean a quote given to learners in both the test and from theepisodes,students were control groups to determine if and asked to look for and analyze a spe- how their sociolinguistic awareness cific quote in the episode they were and use were affected by the different viewing. The former approach is more treatments(quizzes)thatthe two inductive in nature, because it asks groups received throughout the se- learners to pick a specific quote from a mester. Following are an explanation general corpus. The latter approach is of the feedback instruments and an more deductive in nature, because it analysis of the data that was obtained asks the learner to take a specific from them. quote and then to draw some general observations from that quote. DATA ANALYSIS In response to the sociolinguis- The three feedback instruments tic section on the fourth quiz, here are given to both the test and control some "good" answers, which students groups at the end of the semester were asked to share with the class: were a two-part written feedback Question1."Jorgesaysto form that contained several lines of Raquel 'Me puedes tutear. iEl tuteoes inquiry, an oral role-play instrument, mas Intim°, no?' (You can use the in- and a multiple-choice instrument that formal address form with me. It is was included as part of the semester more intimate, don't you think?) In final exam. These instruments can be English, we cannot say this, because found in Appendices E, F, and G, re- we only use the word 'you." spectively. The results from these Question 3. "Raquel says ' iNo three instruments are shown on Table crees que es mejor que el mismo cornpre el 1. They will now be discussed in de- cine?' (Don't you think it is better that tail. HE buys the theater with his own money?) I think if I were to makea 150 Texas Papers in Foreign Language Education

TABLE 1 RESULTS FROM THE THREE FEEDBACKINSTRUMENTS

Test ControlT>C ratio** Chi square*"* t test*** group* group*

Written feed- 55% 45% 12 out of 15Sig. or trend on 6 0.002 back (Part B) out of 15 items

Oral feedback 56% 48% 7 out of 10 N/A 0.15

Multiple choice 59.40% 59.30%4 out of 8 Sig. on 1 out of 0.97 feedback 8items

Pragmatic 51% 48% 9 out of 11 N/A 0.016 awareness

Pragmatic 57% 51% 15 out of 24 N/A 0.046 use/ production

Affect 10 out of 11Sig. or trend on 5 N/A out of 11 items Time on task- 14% 24% N/A 0.144 0.03 missed episodes

Time on task- 102.5 66.8 N/A 0.017 N/A minutes

Plot items re- 9.1 7.3 N/A 0.531 0.08 called

*Raw scores/ total percent of items answeredcorrectly **Number of items on which the test groupoutperformed the control group. For example, onthe written feedback; the test groupscored higher than the control group on 12 out of atotal of 15 items. ***Statistical significance p= or < .05; Statisticaltrend p>.05-.10

0 Using Video for Sociolinguistic Competence 151

The Written Feedback Effect cated the highest level of agreement First, the feedback provided in with a statement and 5 indicated -the the various areas on Part A and Part B highest level of disagreement with a of the written feedback form (Appen- statement.) When asked about the dix E) will be analyzed. In Part A, video's usefulness to learn about cul- items 1 through 9, 12, and 13 dealt ture (Item A4), the test group's re- with areas of affect, such as the learn- sponses were more positive; however, ers' attitudes toward the video com- once again, the test group also gave ponent of the course, the way it was more negativeresponsesaswell, presented, and its usefulness. Of these while the control group was more 11 items, the test group's responses neutral on the subject. were more positive on 10 items. (This Statistical trends, which were information can be found under the defined as a probability of coincidence column labeled "T>C ratio" and in the (p value) of greater than .05 but not row labeled "Affect" on the above ta- over .10 on the chi square test, were ble.) Furthermore, statistical signifi- found in response to two affect items. cance was found in the responses to In response to Item Al regarding the three of these items. Statistical signifi- video's usefulness in learning gram- cance was defined as a p value of mar, 40% of the test group responded equal or less than .05 on the chi square with a 1 or 2 on the Likert scale, while test. only 16% of the control group agreed There were also some interest- with the statement. On Item A6 dealing "internals" concerning the feed- ing with perceptions of fairness re- back in this data. For example, there garding the Destinos quizzes, the two wasstatisticalsignificancewhen groups gave nearly equal positive re- learners were asked if and why they sponses, while the control group gave dreaded watching the video (Item A5, more negative responses. In other Appendix E). This was the only affect words, a nearly equal number of re- question on which the test group spondentsfromeachgroupre- showed more negativity than the con- sponded with a 1 or 2 on the Likert trol group. However, on closer analy- scale, but more control group subjects sis it was found that the test group responded with a 4 or 5, while more gave both more positive and more test group subjects responded with a negative responses on the Likert scale, neutral 3. The responses to this item while the control group was more were interesting because students in neutral. the test group were asked to work so When asked if the video helped much harder on each 5 point quiz with the learners' pragmatic acquisi- than those in the control group. Ap- tion (Item A7), 46% of the test group parently this hard work did not have responded with a 1 or a 2 on the anegativeinfluence on thetest Likert scale, while only 16% of the group's attitude toward the treat- control group did so. (On the Likert ments as was expected. scale developed for this study 1 indi- 152 Texas Papers in ForeignLanguage Education component. It is impor- An interesting, though notsta- on the video this component of the tistically significant, response wasthat tant to note that A8 in which the learners were course wastreated as relatively unim- on Item (remember, asked to rank theimportance of dif- portant by the instructors thecourse. it was given asmall weight in the ferent components of because it makes While 60% of the control groupsaw overall grade, 4.5%), presented later the video as the leastimportant com- the results that will be only 43% of the seem even moreimpressive. ponent of the class, section as a This difference As for the affect test group thought so. that the test in attitude mayindicate that the whole, it is noteworthy video component group had amuch more positive atti- treatments made the component of of the course moremeaningful to the tude toward the video the class. Since affectinfluences moti- learners in the test group. affect could be In response to Item Al2,which vation and learning, suggestions on seen as anintervening variable inthe asked students for the students how to improve the course,42% of the experiment. Providing that there should with input enhancementinstruments test group suggested watch video be more support inthe classroom. and encouraging them to surprising actively apparently resultedin a more This response was not could have in since, as the reader willrecall, the test positive affect, which purposefully turn influencedthe learners' prag- group instructors were (which will left out of the processof giving and matic awareness and use correcting quizzes to thegreatest ex- be discussed later inthis section). tent possible. Thesurprise is that a of the con- The Written Feedback-Time onTask, slightly higher percentage intervening trol group, 50%, alsowished their in- Another possible time on the variable that could have aneffect on structors had spent more acquisition of video component of the courseduring students' awareness and author offered pragmatic features ofthe L2 could be class time. Though the therefore included to correct thecontrol group quizzes, time on task. We the individual two items on thewritten feedback to they were designed by more instructors. The fact that so manystu- determine if the test group spent the control group. dents expressed adesire to spend time on task than the video compo- This was done withItems A10 and more class time on Statistical signifi- nent seems toindicate that both test All of Appendix E. the cance wasfound on both questions. and control group instructors gave time on task on video component of the courseless (The two rows labeled findings.) While importance relative to theother com- Table 1 present these Therefore, the the test group on averagemissed 14% ponents of the course. the control group intervention into the learning process of the viewings, developed for this missed 24%. Also, the test groupspent by the treatments each study did not seem to have adiscerni- an averageof 102.5 minutes on ble effect on the instructors'emphasis Using Video for Sociolinguistic Competence153 assignment while the control group neutral opinion, and only 24% of the only spent 66.8 minutes. respondentsbelievedthatthese treatments had a negative effect on The Written Feedback-Global Com- their overall plot comprehension. prehension In order to address the third re- The Written Feedback-Deductive search question in this study, which and Inductive Learning was "Does form-focusedinput en- In response to Items A16 and hancement affect learners global com- A17 on the written feedback form, prehension?," we included two items learners in the test group provided on the written feedbackinstrument to some interestingfeedback. Table 2 be- determine if interactive video viewing low outlines this feedback. These re- with form-focused input enhancement sponses were surprising,because it assignmentswouldinfluencethe was thought that theopen-ended type learners' comprehension of the plot of questions like that on the first quiz the video series (Items A15and B15 of (Appendix B) would pose less diffi- the written feedback instrument in culty than specific questions like those Appendix E). As the row labeled "plot on the fourth andfifth quizzes (Ap- items recalled" of Table 1 shows, the pendices C and D.). The learners, treatments did not have a deleterious however, disagreed. They also seem affect on the learners' global compre- to adhere to the "no pain, nogain" hension. In fact, the test group re- philosophy regarding their responses called more details on average than to Item A17. the control group did on Item B15. The chi square test, which compares The Written Feedback-Pragmatic the frequency of individual answers, Awareness and Use showed no statistical significance be- Part B of the written feedback tween the two groups; however, the t instrumentdealtwithlearners' test, which compares overall means, awareness and useof appropriate did find a statistical trend when com- pragmatic features of the Spanish lan- paring the performance .of the two guage. There were atotal of 15 items. groups. As the row labeled "Written feedback On Item A15 learners in the test (Part B)" and column labeled "T>C group were also giventhe opportu- ratio" on Table 1 indicates, the test nity to provide a self-report style group responded moreappropriately opinion regarding how they believed than the control group on 12 of the 15 the take-home quizzes affected their items, while the control group re- ability to comprehend the plot of Des- sponded more appropriately on two tinos. The results of this inquiry were of these items, and the two groups also positive. Of the learners in the tied on one. The t test for statistical test group, 44% believed that the significance showed thatthetest treatmentsactuallyincreasedtheir group's overall superior performance global comprehension, 32% had a 13 154 Texas Papers in Foreign LanguageEducation

TABLE 2 INDUCTIVE VS. DEDUCTIVE TREATMENTITEMS (Test group only)

Level of difficulty Level of learning Inductive 38% 43% Deductive 25% 13% Equal 32% 40% on the writtenfeedback section was value of .15 is not low enough toclaim significance or trend be- significant. any statistical The author also performed chi tween the two groups'performance square tests forsignificance on each of on theoralfeedback instrument. the 15 items. Statisticalsignificance These results indicate that,while the was found in 6 items.Of these, the test students in the test group had abetter groupoutperformedthecontrol awareness ofpragmatic differences group on five.These five items in- between Spanish and Englishwhen cluded Items Bl, 3, 7, 9, and 12.The they had time to think on thewritten control group, however, did signifi- feedback form, when theyhad to cantly better on Item B5. A statistical speak spontaneously, theydid not trend (meaning a chi square p valueof produce significantly more appropri- over .05 but not over.10) was found ate utterances than thecontrol group. on one of the 15items. This was on Item B6 in which the test grouphad a The Multiple-Choice Feedback more sociolinguisticallyappropriate Three weeks after the written style to introduce two friends to each and oral feedback were obtainedfrom other. the subjects, they took their semester final. On the final, we placed an op- The Oral Feedback tional section for the students to re- As Table 1 indicates,- the test spond to. We were not very optimistic group also used morepragmatically that many students wouldrespond to appropriate forms than the control this section, but were pleasantly sur- group on the oralfeedback instru- prised that almost all studentsdid ment. As can be seen inAppendix F, take the time to fill it out. Veryfew there was a total of 10 items which subjects had to be eliminated fromthe were addressed duringthe oral role total original corpus due to noncom- plays. The test group responded more pliance with this section of thefeed- appropriately on 7 items (1, 2, 3, 5, 7, back. 8, and 9), while the control group gave This third and final feedback more pragmaticallyappropriate re- instrument can be found inAppendix sponses on two items (6and 10). They G. It consisted of eightmultiple-choice tied on Item 4. However, the t test p questions. As Table 1indicates, the

14 Using Video for Sociolinguistic Competence 155 data from this instrument showed we are not taught that certain utter- nearly equal performance by the two ances are appropriate in our specific groups. Overall, the control group language community, but we are outperformed the test group on half of taught that they are the only polite the items (Items 3, 4, 6, and 8). CM and correct utterances expected in a squares on the responses to the indi- given social situation. This childhood vidual items showed statistical signifi- acculturation process leads people to cance on only one item- Item 2. On believe that sociolinguistic conven- thisitem, 87% of the test group tions are universal. Because of this be- marked the correct answer while only lief, L2 learners have a tendency to 72% of the control group did so. transfer their L1 pragmatics to the L2 Thesedisappointingresults (Kasper, 1992; Koike, 1995). When the seem to indicate that, while the test transfer is based on incorrect assump- group learners performed better on tions,interpersonalproblemscan both written and oral production arise. The L1 language learning phe- tasks, when the correct answer was nomenon explains why we tend to be available in a multiple choice format, more offended by foreigners' prag- all learners had roughly equal L2 matic errors than by their grammar pragmatic awareness. Since this in- errors. In other words, we expect strument was given three weeks sub- grammatical errors, but not pragmatic sequent to the other two, it also could errors. Thus, showing L2 learners that indicate that short-term advantages there are pragmatic differences be- were soon lost. tween languages, changes their a pri- ori assumption that such differences Pragmatic Awareness and Use do not exist. This realization that Finally, separate analyses were pragmatics are not universal can lead done on all items of the three feedback to more positive intercultural interac- instruments (written; oral, and multi- tions. ple choice) involving actual written or Another reason that it is impor- oral use of appropriate sociolinguistic tanttosimplyheightentheL2 forms. All items of the three feedback learner's awareness that pragmatic instruments that dealt with awareness differences will exist in the L2 rather of pragmatic differences between the than to only rely on teaching the use two languages were also analyzed. of specific features is that all prag- We analyzed pragmatic aware- matic features of an L2 cannot be ness as well as actual use, because a learned in the classroom. All the general awareness that pragmatic dif- sociolinguistic differences between an ferences exist is very important to fu- L1 and an L2 cannot be overtly taught, ture performance of language learn- because there are too many of them. ers. As was previously mentioned, we Also, there are not only differences are taught the pragmatics of our L1 at between languages, but there are also an early age by our caretakers. How- sociolinguisticdifferencesbetween ever, during this acculturation process same language groups or subcultures

1.5 156 Texas Papers in Foreign Language Education based on such factors as age, gender combine these instructional strategies (Tannen, 1990), socioeconomics, re- with others that have had some sig- gion, and ethnicity. nificant results (such as metaprag- As the rows labeled "Pragmatic matic discussion and role play inthe awareness" and "Pragmatic classroom) in order to obtain a higher use/ production" on Table 1 indicate, level acquisition of L2 pragmaticfea- the test group demonstrated astatisti- tures. cally significantgreater overall In response to the second re- awareness of pragmaticdifferences search question, it appears that inter- between the two languageswhen active video viewing had positiveef- relevant items on all threefeedback fects on the learners' affect andtime instruments are considered. Onall on task as well as onfomenting a items of the three feedbackinstru- greatersociolinguisticcompetence. ments concerningactual production The intervening variables of a more task and use of specific pragmaticfeatures positive affect and more time on of Spanish, the test group alsoshowed may have assistedin increasing the statistically significant superior per- learners' acquisition of L2 pragmatic formance. features. Also, though not relevant to this study, other componentsof L2 CONCLUSIONS acquisition (e.g., grammar, strategic Though the mean scores given competence, vocabulary,pronuncia- in Table 1 suggest thatmuch more tion, etc.) could have beenpositively work needs to be donewith these affected by these interveningvari- learners, it is encouraging thatafter ables. only one semester and with the ma- As for the third research ques- nipulation of only 4.5% of the course tion, the experimental treatments ap- grade, the test group did seem tolearn pear to havehelped increase the a great dealabout pragmatic differ- learners' global comprehension.This ences betweenthe English and Span- is probably because learners were de- ish language. primarily looking for lexical-level We now return to the three tails, which are a component ofglobal original research questions posed at comprehension. the beginning of this paper.In response to the first ofthe three research AREAS FOR FUTURE RESEARCH AND questions, it appears that therole of PEDAGOGICAL APPLICATION conscious learning seems to be impor- This research could be easily tant in the learning of L2pragmatic extended and applied to more areasof features. The input enhancement ac- second language learning. Withthe tivities appear to have led thelearners data that has been collectedfor this of the test group to outperformthose experiment, we would nowlike to of the control group at statistically look at individual speech acts,such as significant levels in several areas. We requests, salutations, andintroduc- believe that researchers now need to tions, to ascertain anyeffects of the Using Video for Sociolinguistic Competence157 treatments that the test group was REFERENCES given on these specific linguistic be- Altman, R. (1989). The video connection: haviors. Integrating video into language It would be interesting to con- teaching. Boston: Houghton duct a similar experiment, but to also Mifflin Company. analyze the effects of input enhance- Asher, J. (1977). Learning another lan- ment treatments and interactive video guage throughactions. Los viewingonthedevelopmentof Gatos,California:Sky Oaks grammatical and strategic competence Productions. in addition to the development of so- Asher, J.(1982). The Total Physical ciolinguistic competence. Response approach. In R. Blair As previously mentioned in (Ed.), Innovative Approaches to this study, other researchers (Over- Language Teaching. Cambridge, field,1996,Pearson,forthcoming) MA: Newbury House Publish- have conducted similar experiments ers. dealing with using video to develop Becker, J. (1994). Pragmatic socializa- bettersociolinguisticcompetence. tion:Parental input to pre- While this experiment held classroom schoolers.Discourse Processes, interaction and instruction as constant 17, 131-148. as possible, these otherresearchers Becker, J. (1990). Processes in the ac- did intervene in the classroom teach- quisition of pragmatic compe- ing process with metapragmatic dis- tence.In G. Conti-Ramsden cussions and role plays. They also ob- and C. Snow (Eds.), Children's tained some positive responses to Language.Vol.7 (pp.7-24). their treatments. It would be interest- Hillsdale, NJ.: Erlbaum. ing to now combine their and our in- Berwald, Jean-Pierre.(1985). Video structional strategies to determine if a and second language learning. more profound effect onthe learning In Gillespie, J. (Ed.), Studies in of sociolinguistic features of an L2 LanguageLearning(pp.3-16). could be achieved. Urbana-Champaign: Publica- Finally, once researchers de- tion of the Language Learning termine which combination of strate- Laboratory. gies provides the best results, we need Bruner, J.(1981). The Pragmatics of to develop instructional materials that acquisition.InW.Deutsch best address raising L2 learners' socio- (Ed.), The child's construction of linguistic competence. We also can language. New York: Academic use this and other research tohelp Press. raiseL2learners'communicative Canale, Michael. (1984). From com- competence levels in all areas through municative competence to the use of input enhancement tech- communicative language niques and interactive materials used pedagogy. In J. Richards and R. in conjunction with pedagogical video Schmidt (Eds.), Language and programs. 158 Texas Papers in ForeignLanguage Education tion of the LanguageLearning Communication. New York: Laboratory. Longman Inc acquisition of Cana le, Michael andMerrill Swain. Gleason, J. (1980). The social speech: Routinesand po- (1980).Theoreticalbasesof communicative approaches to liteness formulae. In H.Giles, P.M. Smith second language teachingand W.P. Robinson and psycho- testing. Applied Linguistics,1, 1- (Eds.), Language: Social logical perspectives(pp. 21-27). 47. Bruce L. Brown. Oxford: Pergamon Press. Gale, Larrie E. and (1993). Teach- (1985). A theory oflearning and Hadley, Alice Omaggio. skill-acquisition applied toin- ing language in context.Boston: teractive video: Activitiesat the Heinle & Heinle Publishers. The beliefs about McKayInstitute, Horwitz, E. (1988) . David0. beginning Brigham Young University.In language learning of foreignlanguage J.B. Gillespie (Ed.),Studies in university students. The ModernLanguage Language Learning (pp.105-114). Journal, 72, 283-294. Urbana-Champaign: Publica- tion of the LanguageLearning Hymes, D. H. (1968).Sociolinguistics. Language Sciences, 1,23-26. Laboratory. Lambert. (1972). Hymes, D.H. (1971).On communica- Gardner, R. and W. J.B. Pride Attitudes and motivationin sec- tive competence. In and Janet Holmes(Eds.), Socio- ond-language learning._Rowley, Har- Mass.: Newbury House. linguistics (pp. 269-293). is the mondsworth, Middlesex,Eng- Garza, T. (1996). The message Ltd. medium: Using videomaterials land: Penguin Books, foreign language Kasper, G. (1992).Pragmatic transfer. to facilitate Research, 8.3, performance. Texas Papersin Second Language Foreign. Language Education.(2), 203-223. Koike, D., Pearson,L, and Witten, C. 2,1 -18. (forthcoming). Research indis- Gass,S.and Madden, C.,(Eds.). Language course analysisand pragmatics. (1985). Input in Second Salaberry, R. Acquisition. Rowley MA:New- In Lafford, B. & second bury House. (Eds.), Studies in Spanish language acquisition: Thestate of Gass, S., and Varonis,E. (1994). Input, integration, and secondlan- the science. Washington: Studies in Georgetown UniversityPress. guage production. Transfer of prag- Second Language Acquisition,16, Koike, D. (1995). matic competenceand sugges- 283-302. foreign lan- in language tions in Spanish Gillespie, J. (1985). Studies In Susan Gass learning: Special issue onvideo guage learning. Speech and second languagelearning. and Joyce Neu, (Eds.), (pp. 257-281). Urbana-Champaign: Publica- acts across cultures Berlin: Mouton deGruyter. 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Koike, Dale. (1989). Pragmatic compe- 323). Cambridge:Newbury tence and adult L2 acquisition: House. Speech acts in interlanguage. Overfield,Denise.(1996).Teaching Modern Language Journal 73(3), pragmatic competence: Input, in- 279-289. teraction and consiousness- Krashen, S. (1982). Principles and prac- raising. Unpublished doctoral tice in second language acquisi- dissertation, The University of tion.New York:Pergamon Pittsburgh, Pittsburgh. Press. Pearson, L. (2000).Pragmatics and for- Krashen, S. (1985). The input hypothesis. eign language teaching: The effect Essex: Longman Group. of metapragmatic discussions on Krashen, S.(1983). The natural ap- the acquisition of Spanish com- proach: Language acquisition in mands, polite requests, apologies, theclassroom. Hayward, CA: and expressions of gratitude. Un- Alemany Press published doctoral dissertation, Lavery, M. (1984). Active viewing plus. The University of Texas, Aus- Kettering: ModernEnglish tin. Publications, Ltd. Richards,J., & Schmidt, R.(Eds.). Lonergan, J. (1984). Video in language (1984). Language and Communi- teaching. Cambridge: Cam- cation. New York: Longman bridge University Press. Inc. Mount, R. et al., (1988). The videocas- Savignon,S.(1983).Communicative sette challenge: Strategies for Competence: Theory and Class- the foreign language teacher. room Practice. Reading, Massa- New Challenges and Opportuni- chusetts: Addison-Wesley Pub- ties.Dimension: Languages 87. lishing Company. Report of the Southern Conference Schachter, J. (1988). Second language on Language Teaching Proceed- acquisition and its relationship ings. to universal grammar. Applied Ochs, E. (1979). Introduction: What Linguistics 9, 219-235. child language can contribute Schmidt, R. (1990). Conscousness, to pragmatics. In E. Ocks and B. Learning and Interlanguage Schieffelin (Eds.), Developmental Pragmatics. Paper presented at pragmatics(pp.1-17).New the Meeting of the World Con- York: Academic Press. gress of Applied Linguistics. Olshtain, E, and Blum-Kulka, Sho- Thessaloniki, Greece, April. shana. (1985). Degree of ap- Sharwood Smith, M.(1981).Con- proximation: Nonnative reac- sciousness-raising and the section to native speech act behav- ond language learner. Applied ior. In Susan Gass and Carolyn Linguistics, 2, 159-169. Madden (Eds.). Input in second Sharwood Smith, M. (1986). Compre- languageacquisition,(pp.303- hensionversusacquisition: 160 Texas Papers in Foreign LanguageEducation

Two ways of processing input. VanPatten, B. (1989). Can learners at- Applied Linguistics, 7, 239-253. tend to form and content while Sharwood Smith, M. (1993). Input en- processing input? Hispania, 72, hancement in instructed second 409-417. language acquisition: Theoreti- VanPatten, B., M. Marks, R. Teschner, cal basis. Studies in Second Lan- and T. Dorwick. (1992). Desti- guage Acquisition,15,165 -180. nos: An introduction toSpanish Tannen, Deborah.(1990).You just (Videotape). New York: The don't understand: Women and Annenberg/CPB Collection. men in conversation._New York: Witten, C. (1999). Teaching for prag- Ballantine. matic competence in the begin- Terrell, T. (1977). A natural approach ning Spanish L2 classroom: A to second language acquisition synopsis of a pilot study. In E. and learning. Modern Language Widener, et al. (Eds.). Proceed- Journal, 61, 325-337. ings of the eighth colloquium on Tomlin, Russell S., and VictorVilla. Hispanic & Luso-Brazilian Litera- (1994). Attention in cognitive ture and Romance Linguistics science and second language (pp. 153-163). Austin: Depart- Portu- acquisition.StudiesinSecond ment of Spanish and of Texas. Language Acquisition,16,183- guese, The University 203. Young, J.(1992). Language anxiety VanPatten, B.(1990). Attending to from the foreign language spe- form and content in the input: cialist's perspective: Interviews An experiment in conscious- with Krashen, Omaggio Had- ness. Studies in SecondLanguage ley, Terrell, and Rardin. Foreign Acquisition, 12, 287-301. Language Annuals, 25, 157-172.

1,0 Using Video for Sociolinguistic Competence 161

APPENDIX A DEFINITION AND EXPLANATION OF SOCIOLINGUISTIC COMPETENCE

Sociolinguistic competence involves the appropriate use of language within various social contexts or situations. It can be seen as "verbal etiquette." Research has shown that parents rarely teach any grammar to their children, but that they are very active in teaching them how to make appropriate requests,apologies, expressions of gratitude, etc. From this we may infer that humans are more concerned with appropriateness than correctness in speech. If you remember back to your childhood, you were probably never told to say "May I please have a piece of candy" instead of"Give me some candy," because that is the way that people in your country shouldmake requests. On the contrary, you were probably taught to say it that way, because it was "good" and "polite." In other words, verbal "manners" are taught as though they are exactly the same among all humans. The problem is that this is not always the case. But, since people are taught this way, they expect all people to have the same concepts of what would be polite and what would be rude to say in a given situation. So, while people are tolerant of grammar errors in young children and foreigners, they are not as tolerant of sociolinguistic faux pas. Therefore, when you travel to a foreign country or deal with foreigners in the future, sociolinguistic competence is perhaps the most important indicator of how you will be per- ceived by the people to whom you speak. While parents focus on sociolinguistic competence and allow children to learn grammar mostly on their own, in the foreign language classroom, instructors take the opposite approach. Grammar is taught extensively while matters of social etiquette are usually relegated to the end of the chapter where they are usually overlooked due to time concerns. In defense of instructors, these sections are also overlooked, because sociolinguistic competence wouldbe extremely difficult to teach in a classroom setting. While young children are in natural social situations where their parents can be constantly reminding them of the appropriate thing to say in each situation, in a classroom, only the teacher is a native or near-native speaker and the setting is not "natural" at all. The only way the teacher could reasonably teach appropriate requests would be to say, in English, something like "When you're in a fancy restaurant, say.. x ..,When you're in a dive, say.. y ..,When you're with a friend, say.. z .." The instructor could try to simulate these different situations in the classroom, but again, this would be very artificial and might still not be helpful to the students. This is where Desti- nos can be very helpful. In this program native Spanish speakers interact in many different situations with people of different ages, socioeconomic status, gender, and regional backgrounds. If you focus your attention on what is said in various situations, you will learn a great deal about sociolinguistics. The exercises in this packet will help you to do this. 162 Texas Papers in Foreign Language Education

APPENDIX B WORKSHEET NO. 1 Destinos, Episodes #1 and 2 and #48 and 49(Review of Episodes 3-18)

*Please do the plot summary in Spanish. Itwill be graded for content only, not for grammar. The remaining sections maybe done in either English or Spanish.

Plot summary:

1.Sociolinguistic competence: Give an exampleof a character using either formal (usted) or informal (i-(4) addresswith another character. Provide the context of the situation, and statewhy you believe the formal/informal wasused in this situation. Situation and characters Actual quote Why do you think this form was used?

2.Sociolinguistic competence: Note howlanguage was used in social situations in Destinos. Provide the contextand state which speech act you wereobserv- ing (request, apology, compliment,insult, argument, suggestion, complaint, refusal, rebuke, etc.). Here you mayalso note examples of "deixis" (coming, going, bringing, taking, herethere, etc.). Mention how Spanish mannersand expressions are alike or different fromEnglish or other languages which you know. Situation and characters Actual quote Type of speech act Is this alike or different from whatshould be said in the same situation in English or in another language that youknow well? If different, what would be moreappropriate in your language (culture) to say in this samesituation?

Strategic competence: How did you use contextclues (a few key words) to make sense of an ambiguoussituation or dialogue? With these limited"pieces" of the entire puzzle, what do you think wasbeing said or done? Key words (quote) Your interpretation of what was going on

Grammatical competence:_Which of the grammarpoints from a recent class did you notice in theepisodes? Provide speakers, situation,actual words, and note which grammar point thecharacters wre applying. Situation and characters Actual quote Using Video for Sociolinguistic Competence163

New grammar point being used

Language as a tool to increase world knowledge: Namewhat you learned about history, geography, art, music, health, economics, politics,business, law, etc. from watching these episodes. (i.e., What Jeopardyquestion could you answer today that you wouldhave missed yesterday?) Jeopardy category New knowledge

43 164 Texas Papers in Foreign LanguageEducation

APPENDIX C WORKSHEET #4 Destinos, Episodes #23 and 24

*NOTE: There have been somechanges. Read before viewing **Please do the plot summary inSpanish. It will be graded for contentonly, not for grammar. The remaining sections maybe done in either English orSpanish.

Plot summary:

Sociolinguistic competence:In episode 24, Raquel takes a strongdislike to a character she has recently met.What does this character saythat makes her dislike him? (Focus onwords, not actions.) Quotes:

In this same situation, howdoes Raquel express herdislike of this individual without being blatantlyrude? Comment on both verbalexpression and body language. Quotes:

In episode 24, Raquel makes asuggestion to Angela on a rathertouchy subject. How exactly does shephrase her suggestion? Is thissimilar to or different from the way you wouldmake such a suggestion inEnglish? Quote:

Alike or different from English? Explain:

Grammatical competence: Which ofthe grammar points from a recentclass did you notice inthe episodes? Provide speakers,situation, actual words, and note which grammar pointthe characters wre applying. Situation and characters- Actual quote- New grammar point beingused-

Language as a tool to increaseworld knowledge: Name what youlearned about history, geography, art, music,health, economics, politics, business,law, etc. from watchingthese episodes. (i.e., WhatJeopardy question could you answer today that youwould have missed yesterday?) Jeopardy category New knowledge Using Video for Sociolinguistic Competence 165

APPENDIX D Worksheet #5 Destinos, Episodes #27 and 28

*NOTE: There have been some changes. Read before viewing **Please do the plot summary in Spanish. It will be gradedfor content only, not for grammar. The remaining sections may be done in eitherEnglish or Spanish.

Plot summary:

Sociolinguistic competence: In episode 27, at one pointRaquel and Angela think there is a mistake in the hospital registrationlist. EXACTLY what words does Raquel use to ask the receptionist whether it'spossible that there's a mistake? Would an exact translation of her words be equallypolite in English? Quote: Translation: Cross-cultural analysis:

2 and 3: While there's not a lot of action in these twoepisodes, there are lots of examples of speech acts. Find one example ofeach of the following: request, leave-taking (saying good night or good bye),consoling/comforting. How were these similar to or different from the way they aredone in English (or any other languages you speak)? Request quote: Compare to English: Leave-taking quote: Compare to English: Consoling quote: Compare to English:

4 and 5. Grammatical competence: Find threeexamples each of the use of preterite and imperfect verbal aspects. How can youexplain the choice of aspect in each case? PRETERITE quotes: 1. why? 2. why? 3. 166 Texas Papers in Foreign Language Education why? IMPERFECT quotes: 1. why? 2. why? 3. why? Using Video for Sociolinguistic Competence 167

APPENDIX E WRITTEN FEEDBACK

INSTRUCTOR NAME

(No one, but Caryn Witten will read individual responses. They willbe held in strict confidence. If any are used in my research, apseudonym will be used. I ap- preciate your candid observations.)

PART A PLEASE RATE THE FOLLOWING STATEMENTS ON A SCALE OF 1 -5.

1. Destinos helped me to improve my Spanish grammar. Agree Disagree Don't know 1 2 3 4 5

[To save space, Likert scale is omitted for the followingitems.]

2. Destinos improved my Spanish listening comprehension.

3. The Destinos part of the course seemed mostly like"busy work" to me. It didn't help improve my Spanish much.

4. Destinos was useful to learn about Hispanic culture.

5. I always dreaded the days I had to watch Destinos.

EXPLAIN WHY OR WHY NOT

6. Our Destinos quizzes seemed fair to me, because theyaccurately reflected what I learned from the program.

7. Destinos taught me a lot about what to say in different situationsin Spanish- speaking countries. (For example, it taught me when to usethe ittli or usted' form, how to answer the phone in Spanish, etc.) 168 Texas Papers in Foreign Language Education

8, PLEASE RANK THE FOLLOWINGACTIVITIES IN ORDER OF HOW USEFUL THEY WERE IN TEACHINGYOU SPANISH. 1=1st, 2=2nd most useful, etc. Reading Portfolios Written Compositions Destinos Homework grammar assignments Oral interviews and presentations

9. DESTINOS IS THE MOST USEFUL FORLEARNING...1=1st, 2=2nd most useful, etc. Grammar Listening Comprehension To learn what Spanish speakers say indifferent situations Culture Pronunciation

Of the 9 Destinos viewings, how manydid you miss? (Remember these answers are confidential.) 11. How much time on averagedid you spend on Destinos eachweek?

12.If you were a Spanish instructor, howwould you make Destinos more useful to the students?

13.What do you think about Destinos and the wayit was used in this class?

(The remaining questions are for studentswho had take home Destinos quizzes only)

14.Which statement best describes yourapproach to doing the take-home quizzes (check all thatapply) a. I would get theinformation needed to fill out the questions as soon as possible andthen relax and watch the rest of theshow for the sake of the plot only. b. I would watch the show focusing onthe plot and then get the information for the quizzes near the end ofthe episodes. c.I would look for answers to thequizzes at a relaxed pace throughout the episodes. Using Video for Sociolinguistic Competence 169

d. After I got the answers, I would keep sociolinguistic competence, strategic competence, etc. in mind while watching the rest of the episodes. e. I watched the episodes long enough to getthe answers to the questions. f. Other

15. How did doing the take-home quizzes affect your overall understanding of what was going on in Destinos? a. They helped me to understand theplot better, because I had to concentrate more. b. They were distracting and made it hard to focus on the plot. c. Other reaction

16.Which type of question did you find more difficult? a. Questions that asked me to find a quote in a GENERAL area (grammar, sociolinguistics, etc.) on my own. b. Questions that asked me to find a SPECIFIC quote (ex. What did Jorge say to. Raquel when....) c. They were equally challenging.

17.Which type of question made you LEARN more? a. Questions that asked me to find a quote in a GNERAL area on my own b. Questions that asked me to find a SPECIFIC quote c. They were equally useful/practical to improve my Spanish. d. They were equally useless to improve my Spanish.

PART B PLEASE RESPOND WITH SHORT ANSWERS IN ENGLISH OR SPANISH. YOU MAY USE THE WAY THE CHARACTERS IN DESTINOS TALKED TO EACH OTHER TO HELP YOU ANSWER.

1. When a person says, "Me puedes tutuear. El tuteo es mas Intimo," what is being suggested?

2. Have you notice any differences between what English-speaking Americans and Spanish speakers say when beginning or ending a telephone conversa- tionoriswhat they say adirecttranslation of what we say? 170 Texas Papers in Foreign LanguageEducation and 3. Give some examples of situationswhen the 'tif form would be used situations when the 'listed' formwould be used.

a. b. c.

'Usted' a. b. c. has 4. Is the following suggestionpolite in Spanish when one thinks an error been made? "zNo sera un error?" YES NO DON'T KNOW

EXPLAIN

Is an exact translation acceptablein English? YES NO

EXPLAIN

Raquel, did she 5. In Destinos when Angelawanted to go to Mexico with speak to her family in a way thatwould be different in Americanculture? EXPLAIN YES NO

another in 6. Give an example of a typicalintroduction of one person to Spanish. You can use names or'person a, 'person b,' etc.

.," 7 In English, while we're talking we uselots of expressions like "hmm. . time to think of our well...," "anyway...," as "connectors" or to give us next point. Have younoticed any such expressionsused in Spanish?

YES NO EXAMPLES: Using Video for Sociolinguistic Competence 171

8. In the episodes of Destinos that you've seen, Angela and Raquel began to call each other 'tit' If in the future they meet at a formal, black-tie party, what should they call each other? tii usted

EXPLAIN

What have you noticed about the concept of politeness (manners) in "typical" Spanish-speaking countries as opposed to "typical" American English culture?

What similarities and differences have you noticed regarding how we console people in the above two languages/cultures?

What similarities or differences have you noticed regarding how we make requests in the above two languages/cultures?

Have you noticed people using the term 'please'/ 'por favor' more in English or in Spanish?

ENGLISH SPANISH DON'T KNOW

13. In Destinos, there were characters from many different countries. What differences did you notice in the way they spoke Spanish?

14. Have you noticed any terms that one group of Spanish-speakers uses to criticize another group of Spanish-speakers (i.e., 'ethnic slurs' between Spanish speakers)? YES NO

EXAMPLES

15. Please take a minute or two and write quickly in note form and in English the details that you remember from the episodes of Destinos that you saw this semester. 172Texas Papers in Foreign LanguageEducation

APPENDIX F ORAL FEEDBACK INSTRUCTIONS FOR ORAL ROLEPLAYS:

Decide who will be 'Person A'and who will be 'Person B'before going any further.

Briefly cover each of the foursituations listed below usingthe Spanish words that "typical" Spanish-speakerswould most likely use in thesesituations. You may use what youremember from the characters inDestinos as a guide. RELAX and speak into the mike.This will not be graded and it istotally anony- mous!

[NOTE: Numbers were addedlater. They indicate the itemsthat the were being analyzed for the study.]

Situation 1--Person A calls personB on the phone

1. B: Answer phone. 2. A: Greet and identify yourself. B: Greet. 3. A: Ask if you can use. PersonB's Spanish book. B: Say yes. 4. A and B: End call.

Situation 2 Person B waits tablesin a fancy, five-star restaurant.Person A is the customer.

5. B: Greet and ask for A's order. 6. A: Order wine. B: Respond.

Situation 3 Person A goes to a partywith Person B. Person A runs into anold friend named Maria. Person Aintroduces Maria to Person B.

7. A: Greet Maria. Then introduceher to Person B. 8. B: Respond appropriately.

32i Using Video for Sociolinguistic Competence 173

Situation 4 (For this one, Person A is a 'don Juan' and Person B is a female he has must met!) Person A, B, and A's naive girlfriend are at the beach. While Person A's girlfriend is not looking, he flirts with her friend, Person B.

9. A: Flirt with B by asking two personal questions. Wait for an answer between each one. 10. B: Deflect these advances firmly, but quietly, so that your friend, A's girlfriend, will not hear.

33 174 Texas Papers in Foreign Language Education

APPENDIX G MULTIPLE-CHOICE FEEDBACK

EXPERIMENTAL SECTION-DESTINOS The following section will not affect your grade onthe exam or in the course, but it will help researchers _to find effective ways of usingthe Destinos programs and of teaching certain important sociolinguistic concepts.Please answer the following questions to the best of your ability.

PLEASE MARK THE MOST CULTURALLYAPPROPRIATE RESPONSE TO THE FOLLOWING SITUATIONS. USETHE WAY THE CHARACTERS IN DESTINOS TREATED EACH OTHER TO HELPANSWER.

1. You are in a Spanish-speaking countryand someone knocks on your door. While you're on the way to answer, you should say: a. Con permiso b. Vengo c. Ya voy d. Estoy viniendo

2. An older person of the opposite sex stops you onthe street to ask for direc- tions to the nearby movie theater. Youshould reply: a. Doble usted a laderecha. b. Dobla to a la derecha. c. No response, anycommunication would be improper. d. Voy contigo.

3. While you're in your hotel room in Mexico thephone rings. How should you answer it? a. Hola b. Buenos dias c. habla? d. Bueno

4. You go to have dinner with a family whohas a five-year-old child. How should you ask him his age? a. zCuantos atios tieneusted? b. zCuantos anos tienes ttl? c. Inappropriate questionin this culture d. Ask parents; not child

34 Using Video for Sociolinguistic Competence 175

5. How should you order a glass of wine in a five star restaurant? a. Dame un vino tinto por favor b. Deme un vino tinto. c. Me gustarfa un vino tinto d. zPuedo tener un vino tinto?

6. When is it appropriate to say 'buenas noches' in Spanish? a. Only when you are leaving b. Only when you first see people c. Both of the above d. Neither of the above

You walk into a friend's apartment for the first time and want to compliment her apartment.. You say: a. iQue guapo! b. iQue lindo! c. iQue bueno! d. Mi apartamento es mas grande

8. From Destinos, what have you noticed about the concept of politeness in different cultures? a. Direct translations of what is polite in English sound just as polite in Spanish. b. What is friendly in English may sound unfriendly in Spanish and vice versa. c. English speakers are more polite. d. Spanish speakers are more polite. e. Other U.S. Department of Education Office of Educational Research and Improvement (OERI) EKC." National Library of Education (NLE) Medal Seam kleimaiin Calm Educational Resources Information Center (ERIC)

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EFF-089 (1/2003)