BOOK OF ABSTRACTS - EUROSLA

learners introduce a story in medias res, while more advanced learners do
prefatory work before launching the story (see Hellermann, 2008).
This paper presents a qualitative single-case study of one Germanspeaking
French L2 learner, au-pair girl during 9 months in a Frenchspeaking
family. 7hrs of dinnertime conversations were recorded on a
regular basis throughout her stay and transcribed. This study focuses on the
linguistic and prosodic (e.g. hesitations) means mobilized when opening or
closing a story. With our results we hope to show that changes are visible in
terms of an increasing linguistic repertoire, but also in the way story
openings and endings are interactionally managed. These changes, we argue,
can then be interpreted as indicators of a developing L2 interactional
competence.
Hellermann, J. (2008). Social actions for classroom language learning. Clevedon:
Multilingual Matters.
Jefferson, G. (1978). Sequential aspects of storytelling in conversation. In J.
Schenkein (Ed.), Studies in the organization of conversation al interaction. New
York: Academic Press. 219-248.
Regan, V., Howard, M. & Lemée, I. (2009). The acquisition of sociolinguistic
competence in a study abroad context. London: Multilingual Matters.
Sacks, H. (1992). Lectures on conversation. (Edited by G. Jefferson). Blackwell:
Oxford.
Wilkinson, S. (2002). The omnipresent classroom during summer study abroad:
American students in conversation with their French hosts. The Modern
Language Journal, 86 (2): 157-173.
Diaspora Greek: Grammars in Contact or Incompletely Acquired
Grammars?
Katerina Zombolou
La Trobe University
Grammatical changes have been found in Greek spoken by bilingual adults
in Argentina: (1) PP generalisation over genitive case, (2) accusative
generalisation over nominative case in subject position, (3) misform in
nominal plural inflection, (4) omission of the obligatory article in
demonstratives, (5) clitic omission in clitic doubling, and (6) perfective
generalisation over imperfective aspect.
Investigating language contact in Diaspora provides evidence for
unveiling the mechanisms of 'externally' versus 'internally' motivated
changes in progress, and the 'internally' motivated changes may occur in the
original language as well. Accordingly, the question arises: Do languages in
Diaspora change under the influence of the hosting languages or because
they follow patterns of internal development, in the sense of incomplete
acquisition?
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