Abstract

The purpose of the study was to determine (a) whether American college students in a Spanish course could learn Peninsular Spanish youth sociolect in an academic environment, and (b) what effect the use of this sociolect would have in conversations with young Spaniards. The importance of this study lies in the fact that American students using sociolect might be more successful in establishing social relationships with young Spaniards if they have opportunity to travel to, or live in, Spain. According to the principle of homophily, young people tend to establish social relationships with others their age. In the case of native speakers, one of the most important keys to enter a social group is the use of the same sociolect that group uses. If this statement is applicable to non-native students, we can improve their process of inclusion into young social groups in Spain.

Students in the 3110 conversation class received instruction in Spanish youth sociolect. They received input by means of Spanish films or texts. A pretest, a mid point test, and a posttest were administered. In these tests, they had individual conversations with two young Spaniards. The number of youth sociolect expressions was recorded and the native speakers answered to a rubric.

The results of the study indicate that American college students can learn youth sociolect in an academic environment and they can accurately use it in conversations. In addition, the use of this sociolect by non-native speakers has an impact on the interaction between the American college students and the young Spaniards.