Style shifting in Spanish and English across three English proficiency levels at the University of Puerto Rico at Mayagüez

Abstract

This thesis examines the phonetic-phonological resources for style-shifting in English and Spanish of twelve students at the University of Puerto Rico, Mayagüez. It used social networks to locate students at three English proficiency levels. To collect data about uses of English and Spanish and views toward style, the researcher created language use and stylistic and social meaning questionnaires. To collect linguistic data, the researcher conducted socio-linguistic interviews. Results from the questionnaires showed that all students knew when to use informal and formal styles and that Advanced students had more uses for English than Pre-Basic students. With respect to s>h>ø, the results showed that students from all proficiency levels style-shifted in Spanish. With respect to Final Consonant Cluster Simplification and ‘dropping the g,’ Advanced students had acquired the phonetic-phonological resources to style shift in English; Intermediate students had variably acquired the resources, and Pre-Basic students had not acquired the linguistic resources.