Van Compernolle Research Articles

First high-power helicon results from DIII-D

Abstract More than 0.6 MW of rf power at 476 MHz has been coupled to DIII-D plasmas by launching helicon (whistler) waves with a traveling-wave antenna (comb-line) in the fast-wave polarization (Van Compernolle et al 2021 Nucl. Fusion 61 116034) which resulted in the observation of electron heating of the core plasma with single-pass absorption based on ray-tracing in L-mode discharges. The coupling performance of the 1.5 m wide 30-element comb-line traveling-wave antenna has been consistent with expectations based on the 2015–2016 experiments on DIII-D with a low-power 12-element prototype (Pinsker et al 2018 Nucl. Fusion 58 106007). The conditioning process that was necessary to carry out high-power experiments is discussed; rf-specific impurities have not been observed. Parametric decay instabilities have been observed and are being investigated as a potential edge absorption mechanism (Porkolab et al 2023 AIP Conf. Proc. 2984 070004).

Developing EFL Learners’ Interactional Competence through Discursive Practice: A Longitudinal Classroom Study Using Mixed Methods

Although studies on L2 IC through discursive practice have gained prominence, little is known about pedagogical steps to develop IC (Hall, et al., 2011; van Compernolle, 2015; Young, 2009, 2011, 2019), especially in the language classroom. More recently, Salaberry and Kunitz (2019) claim that “only a few attempts have been made to bridge the gap between research and practice with regard to the teaching of IC in the L2 classroom” (p. 1). Moreover, very few longitudinal studies were conducted to investigate how learners adapt interactional resources they developed with participants to a new context in the L2 classroom (Pekarek Doehler, Wagner, & Gonzalez-Martinez, 2018, Young, 2009). Through a mixed methods analyses, including recordings, interviews, self-evaluation, and performance evaluation of speaking data, this study delineates how Japanese university students in an EFL classroom setting went through three stages (peripheral participation, active participation, full participation) to develop their IC. Consequently, this study identified four pedagogical steps to implement IC in the L2 curriculum

Scientific concepts as meaning-making resources for young EFL learners in the learning of pragmatics

This article reports on a study investigating the role of scientific concepts in the metapragmatic awareness of Norwegian primary EFL learners’ following a four-week instructional intervention on requesting informed by sociocultural theory (Vygotsky, 2012/1934). Through introducing pragmalinguistic and sociopragmatic dimensions of requesting, the intervention aimed to develop metapragmatic awareness and foster learner agency by teaching pragmalinguistic resources related to request strategies; raising awareness of contextual considerations; and drawing attention to individual perceptions of appropriateness. The instruction focused on scientific concepts, that is, systematic and abstract objects of study which facilitate learner reflections. This article draws on data collected during group interviews to analyse whether learners used scientific concepts introduced during the instruction–for example, directness of the head act and attention getters–and if so, how these were used to express metapragmatic understandings. The analysis shows how such scientific concepts were internalised and used by learners to express their understandings of the importance of linguistic variation, the communicative functions of requests, and compare request strategies in English and Norwegian. Lived experiences, contextual considerations, and prior knowledge were also used as frames of reference for interpreting the appropriateness of requests. Adding to pragmatics research using concept-based approaches with (young) adults (e.g., van Compernolle, 2014), this study reveals that internalising a conceptual understanding of pragmatic phenomena in a foreign language is possible even for young language learners, thus contributing to knowledge about how learners come to understand pragmatic phenomena and how pragmatics can be taught with these age groups.

Licentious Fictions: Ninjō and the Nineteenth-Century Japanese Novel by Daniel Poch

Reviewed by: Licentious Fictions: Ninjō and the Nineteenth-Century Japanese Novel by Daniel Poch Timothy J. Van Compernolle Licentious Fictions: Ninjō and the Nineteenth-Century Japanese Novel by Daniel Poch. New York: Columbia University Press, 2019. Pp. ix + 290. $65.00 hardcover, $64.99 e-book. An essay I read in graduate school—Peter Kornicki’s “The Survival of Tokugawa Fiction in the Meiji Period,” published forty years ago in this very journal—provided me with my first intimation that early modern Japanese literature was still popular in the modern era.1 It has taken the field considerable time to take seriously and to explore fully the implications of this survival, but the effort to find continuity amid change across the once unbridgeable Tokugawa–Meiji divide has now gained a great deal of traction. Daniel Poch’s Licentious Fictions, a bold, ambitious, and deeply researched monograph, takes a prominent place among these studies. Focusing on the historically specific discourse about ninjō 人情 (lit. human emotion; treated in the book as a form of desire), Poch’s book traces the “narrative practices surrounding ninjō” (p. 4) across a long nineteenth century, from the late Tokugawa era to the final decade of the Meiji period. Its focal points are the literary projects of Kyokutei Bakin 曲亭馬琴 (1767–1848), Tsubouchi Shōyō 坪内逍遥 (1859–1935), and Natsume Sōseki 夏目漱石 (1867–1916). The book details the need to unleash the representation of desire in fiction, as well as the urge to control its unruly aspects, with a didactic framework that legitimizes some expressions of desire while making others illicit. The specifics of these impulses differ depending on the writer and the historical era. Poch’s book is adept at handling the variability and historical specificity of these twin claims on fiction to unleash and control desires. It also convincingly reveals continuity across the entire century. Poch’s attention to historical specificity is evident in chapter 1, which presents a wide-ranging account of the “interlocked historical layers that informed the understanding of ninjō in the nineteenth-century Japanese novel” (p. 29). This historically specific discourse on desire was influenced by the import of vernacular Chinese fiction into [End Page 393] Japan during the early nineteenth century. The canonical example of ninjōbon 人情本, the genre named after ninjō, is Tamenaga Shunsui’s 為永春水 (1790–1844) Shunshoku umegoyomi 春色梅暦 (Spring-color plum calendar; 1832–1833), a long‐form demimonde fiction. As Poch shows, this text and the larger genre it represents played an outsized role in making ninjō almost synonymous with licentiousness in fiction. After this discussion is a chapter on Kyokutei Bakin and his enormous Nansō Satomi hakkenden 南総里見八犬伝 (Eight-dog chronicle of the Nansō Satomi clan; 1814–1842), a canonical example of the yomihon 読 本 (historical romance) genre. Poch shows that the message of kanzen chōaku 勧善懲悪 (reward virtue, punish vice), which is typically portrayed to be a dominating characteristic of Bakin’s fictional world, is merely the didactic framework that surrounds the discourse on ninjō. Bakin uses this framework to legitimize his own fictional project by ameliorating its inherited licentiousness. Poch’s intervention, which places desire at the heart of Bakin’s narrative practice, is thoroughly convincing. His compelling reassessment of one of the world’s longest works of narrative fiction is an achievement worthy of note. Part 2 consists of three compelling chapters. Chapter 3 is another wide-ranging historical account showing how the discourse on “Civilization and Enlightenment” (bunmei kaika 文明開化; p. 90) inflected inherited conceptions of desire. Poch quickly locates the central problem facing Meiji writers: “The ninjōbon, though disqualified as uncivilized, was the only genre well into Meiji that focused primarily on the representation of love and gender relations” (p. 91). Translated Western novels provided a way to go beyond inherited domestic genres, but Poch skillfully shows them to be in dialogue with domestic conceptions of desire. Chapters 4 and 5 respectively show Tsubouchi Shōyō’s effort to frame the inherited discourse on ninjō with Meiji civilizational ideals, in his famous treatise Shōsetsu shinzui 小説真髄 (The essence of the novel; 1885–1886), and the failure (or, at least, limitations) of this project in practice, in Tōsei shosei katagi 当世書生気質 (Characters of present-day students; 1885...

MP69-08 COST-EFFICIENCY ANALYSIS OF REUSABLE VERSUS SINGLE-USE FLEXIBLE URETEROSCOPY AND THE DEVELOPMENT OF A FORMULA TO EVOLVE TO A COST-EFFICIENT HYBRID MODEL

You have accessJournal of UrologyStone Disease: Surgical Therapy VII (MP69)1 Apr 2020MP69-08 COST-EFFICIENCY ANALYSIS OF REUSABLE VERSUS SINGLE-USE FLEXIBLE URETEROSCOPY AND THE DEVELOPMENT OF A FORMULA TO EVOLVE TO A COST-EFFICIENT HYBRID MODEL Dries Van Compernolle*, Ralf Veys, Matthias Beysens, Carl Van Haute, and Thomas Tailly Dries Van Compernolle*Dries Van Compernolle* More articles by this author , Ralf VeysRalf Veys More articles by this author , Matthias BeysensMatthias Beysens More articles by this author , Carl Van HauteCarl Van Haute More articles by this author , and Thomas TaillyThomas Tailly More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000000949.08AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Current single-use flexible ureteroscopes (sufURS) have demonstrated to be comparable to reusable flexible ureteroscopes (rfURS) in most aspect. One of the arguments driving the market toward sufURS is perceived high cost per case for rfURS due to many repairs. METHODS: Retrospective review of use and cost of rfURS from March 2016 till October 2019. Number of cases and repairs were collected and total cost per case was calculated. A mathematical formula was developed to identify the necessary increase of use of rfURS (NIU-rfURS) to be cost-efficient in a hybrid model utilizing sufURS for high-risk-of-breakage cases. Ethical approval was obtained. RESULTS: In 44 months, 749 procedures were performed using 4 digital rfURS (Flex-XC, Storz), with a total repair cost of €187 662 after 32 repairs. Including the capital investment of €24 000 per scope and €60 per sterilization cycle, the cost per case was €439 after 749 cases. Consistently using a sufURS would have cost 48%-117% more (respectively Pusen® and Lithovue® at €650 and €950 MSRP). As the capital investment is divided by increasingly more cases, its influence on cost per case decreases. The cost per case was initially very high and was reduced to €483 per case after 400 cases. After 155 and 274 procedures, a rfURS program appeared more cost-efficient than consistently using a sufURS (Fig 1). Based on our data and formula, the NIU-rfURS is 29%-74% when hypothetically using respectively Pusen® or Lithovue® for 15% of cases. The NIU-rfURS increases exponentially with increased use of sufURS (Fig 2). CONCLUSIONS: To the best of our knowledge, this is the largest case series analyzing cost-efficiency of rfURS. The average cost per case plateaus out after approximately 400 cases to €480 demonstrating cost-efficiency compared to consistent use of sufURS. In a hybrid model, the NIU-rfURS to be cost-efficient can be calculated mathematically. This formula needs to be validated clinically. Source of Funding:- © 2020 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 203Issue Supplement 4April 2020Page: e1047-e1047 Advertisement Copyright & Permissions© 2020 by American Urological Association Education and Research, Inc.MetricsAuthor Information Dries Van Compernolle* More articles by this author Ralf Veys More articles by this author Matthias Beysens More articles by this author Carl Van Haute More articles by this author Thomas Tailly More articles by this author Expand All Advertisement PDF downloadLoading ...

Struggling Upward: Worldly Success and the Japanese Novel by Timothy Van Compernolle

Struggling Upward: Worldly Success and the Japanese Novel by Timothy Van Compernolle

Modifications produced on a large magnetized plasma column by a floating end-plate that is partially emissive: Experiment and theory

An experiment is performed on a large plasma device operated by the Basic Plasma Science Facility at the University of California, Los Angeles, in which an electrically floating structure is placed near the end of the 18-m magnetized plasma column. The structure consists of a flat carbon plate that acts as a mask for a smaller, ring-shaped LaB6 emissive surface whose temperature can be externally controlled. This configuration has been previously used to study electron heat transport and pressure-driven avalanches [B. Van Compernolle and G. J. Morales, Phys. Plasmas 24, 112302 (2017)] by biasing the LaB6 ring-cathode with respect to a distant anode in a cold afterglow plasma. In contrast, the present study is performed during the active portion of the steady-state discharge in which the nominal plasma parameters are determined by the injection of an electron beam from a BaO cathode at the opposite end. It is found that, even without an applied bias on the LaB6 cathode, the self-consistent potential and current profiles are modified near the end plate as the LaB6 temperature is increased, resulting in density increases on the field lines in contact with the ring-cathode. In the absence of enhanced ionization, at the largest cathode temperatures, the ambient density can be doubled. A theoretical model is presented that provides a quantitative explanation for the experimental observations.

Discours médiés par ordinateur et stratégies d’adresse

Generally, interviewers and interviewees address each other by the “traditional” deferential pronoun vous in French oral and written media, whereas in specialized magazines and television programs, tu often seems to be the usual address pronoun (cf. Williams & van Compernolle 2009; Coveney 2010). However, Internet forums discussing the use of forms of address (consulted in 2015), point out the prevalence of very traditional opinions, contrasting with the above-mentioned observation. In general, less attention has been paid to nominal forms of address.
 This paper examines the use of pronominal and nominal forms of address in blogs on politics and in forums discussing current political events, that is in two types of Computer-Mediated Communication where the writers lack information about their interlocutor (age, social status, profession…). It shows to what extent their choice is dependent on the type of medium and on the context as well as on the relation between the interlocutors (conflictual, neutral…) and how nominal forms of address accentuate certain aspects of interpersonal relations. It also points out that the generalization of tu in special contexts does not reflect a drastic change in the use of forms of address in general.

Dynamic Assessment

This article on teacher cognition explores the implementation of an interactionist Dynamic Assessment (DA) model for mediating and ascertaining in-service L2 teachers’ microgenetic conceptual development after being exposed to Concept- Based Instruction (CBI). Although the effectiveness of this instructional approach in the development of L2 instructors (van Compernolle and Henery, 2015; Williams, Abraham, and Negueruela, 2013), and the use of DA to facilitate L2 development (Anton, 2009; Davin, 2013; Lantolf and Poehner, 2011, 2014; Poehner, 2008) have been both investigated, there is no research addressing the role of DA in fostering the development of in-service L2 teachers’ conceptual language awareness after being exposed to CBI. This article intends to address this gap by exploring the case study of Glinda (pseudonym), an experienced in-service teacher of Spanish whose L1 was also Spanish, and her developing linguistic and pedagogical beliefs regarding the concept of aspect before and after conceptual instruction.

Collaborative use of multimodal resources in discussions of L2 grammatical meaning

Gesture use in the second language classroom has been a focus of much recent research pairing a micro-discourse analytic lens with sociocultural theory (Matsumoto and Dobs, 2016; Rosborough, 2014; Smotrova and Lantolf, 2013; van Compernolle, 2015; van Compernolle and Smotrova, 2014), with several researchers noting that examination of gesture use during grammar lessons is an under-researched area (Hudson, 2011; Lazaraton, 2004; Smotrova, 2014). This study addresses this gap by examining the collaborative multimodal interaction of learners and their teacher during a teacher-fronted grammar lesson in an adult English as a Second Language classroom, with particular focus on gesture. By revealing how spontaneously occurring gestures in the classroom facilitate discussion, and ultimately, understanding of a grammatical form, this study underscores the value of using fine-grained analysisof multimodal classroom interaction to reveal microgenesis.

Exploring the relationship between multilingualism and tolerance of ambiguity: A survey study from an EFL context

The relationship between multilingualism and tolerance of ambiguity (TA) has been examined in recent studies (e.g., Dewaele & Li, 2013; van Compernolle, 2016), which focus upon multilinguals with mixed nationalities in non-EFL contexts. Most of these studies regrettably reflect a failure to use effect sizes or provide information on the reliability and validity of the instruments used. The present study explored the relationship between multilingualism and TA by focusing upon 260 English-using multilinguals of one single nationality in an EFL context. Factor analysis revealed a three-factor solution, rather than a four-factor solution of the original TA scale, suggesting a need to re-examine the validity of such instruments when used outside of their native contexts. The results identified multilingualism, number of languages known and gender as important predictors for TA. Given the relative nature of effect-size benchmarks, a topic-specific effect-size benchmark system is proposed to (re-)interpret the present and previous findings.

A Vygotskian Developmental Approach to Second Language Education

This article considers the pedagogical research informed by the writings of L. S. Vygotsky concerned with the teaching and learning of languages beyond the first (L2). Following a brief overview of developments in the application of Vygotskian theory to explicating processes of L2 development in instructional settings, we consider more recent scholarship that has employed the theory as a principled basis for reconceptualizing L2 education. Three lines of research are brought into focus: Concept-Based Instruction (CBI), Dynamic Assessment (DA), and a Vygotskian approach to the preparation of L2 teachers. This work follows the distinctions that have been proposed between, on the one hand, cognitive and meta-cognitive mediation (Karpov & Haywood, 1998), and on the other hand symbolic and human mediation (Kozulin, 2003), and brings these together in a coherent manner to support learner L2 development. Specifically, cognitive mediation through symbolic means centers on the importance of high-quality conceptual knowledge relating to the object of educative activity (e.g., vocabulary, grammar, reading, and writing), while meta-cognitive mediation through human interaction stresses the quality of cooperative engagement among teachers and students. Cognitive mediation is brought to the fore in L2 CBI work, which has been strongly influenced by the teaching–learning experiments conceived by Piotr Gal'perin (1967) in his efforts to uncover processes involved in internalization (see Talyzina, 1981). Beginning with Negueruela's (2003) longitudinal L2 CBI project, this framework has attracted considerable attention among L2 researchers and has led to numerous projects involving a range of different languages. We give particular attention to uses of CBI concerned with pragmatics of language use (e.g., van Compernolle, 2014)as this work involves the integration of features of language during communicative activity. The meta-cognitive component of language instruction is emphasized in DA as a tester/teacher (or mediator) engages cooperatively with learners when they encounter tasks beyond their independent ability. DA draws specifically on the Zone of Proximal Development (Vygotsky, 1978), according to which the quality of support learners require to identify and overcome problems indicates the extent of their emerging capabilities. Thus, DA offers a diagnosis of the full range of development, including abilities that have fully formed and those that are just “ripening” (Vygotsky, 1986). Early research on L2 DA examined dialogic mediation during dyadic interaction (Poehner, 2007, 2008). Subsequent work has extended L2 DA to group and whole-class formats (Poehner, 2009; van Compernolle & Williams, 2012) as well as computerized testing (Leontjev, 2016). Finally, we turn to the preparation of L2 teachers, where significant advances are being made that build upon both cognitive and meta-cognitive mediation to reorient (student) teachers to teaching–learning activity by beginning with their existing knowledge and experiences and moving beyond them through the introduction of theoretical concepts and principles of developmental education (Esteve, 2018; Johnson & Golombek, 2016).

Designing Meaning and Identity in Multiliteracies Pedagogy: From Multilingual Subjects to Authentic Speakers

Author(s): Blyth, Carl | Abstract: This essay examines textual engagement of two students during a Multiliteracies lesson on a French poem (Liberte, Paul Eluard) in terms of the multilingual subject (Kramsch, 2009) and the authentic speaker (Van Compernolle, 2016). The case studies are based on personal data: (1) the students’ autobiographies written on the first day of the course; (2) the transcript of their annotated comments about the poem; (3) their essays comparing the French poem to an English translation; and (4) their retrospective analysis about the effects of the multiliteracies lesson and course. The essay begins with a review of the Multiliteracies Framework, and the concepts of the multilingual subject and the authentic speaker. Next, the essay turns to a description of the subjective experiences of the two learners. Finally, the essay illustrates how the two students filtered the poem through their own subjectivities to arrive at a new sense of multilingual authenticity.

Avalanches driven by pressure gradients in a magnetized plasma

The results are presented for a basic heat transport experiment involving an off-axis heat source in which avalanche events occur. The configuration consists of a long, hollow, cylindrical region of elevated electron temperature embedded in a colder plasma, and far from the device walls [Van Compernolle et al. Phys. Rev. E 91, 031102(R) (2015)]. The avalanche events are identified as sudden rearrangements of the pressure profile following the growth of fluctuations from ambient noise. The intermittent collapses of the plasma pressure profile are associated with unstable drift-Alfvén waves and exhibit both radial and poloidal dynamics. After each collapse, the plasma enters a quiescent phase in which the pressure profile slowly recovers and steepens until a threshold is exceeded, and the process repeats. The use of reference probes as time markers allows for the visualization of the 2D spatio-temporal evolution of the avalanche events. Avalanches are observed only for a limited combination of heating powers and magnetic fields. At higher heating powers, the system transits from the avalanche regime into a regime dominated by sustained drift-Alfvén wave activity. This manuscript focuses on new results that illustrate the individual contributions to the avalanche process from density and temperature gradients in the presence of zero-order, sheared flows.

Developing concept-based instruction, pedagogical content knowledge:

Limited studies have explored how second language (L2) instructors develop pedagogical content knowledge of concept-based instruction (CBI). To address this issue the present work described how one L2 writing instructor developed, utilized and transformed his CBI pedagogical content knowledge in one learning-to-write context. A thematic analysis of the instructor’s teaching and learning logs, teaching materials and post-intervention interviews with learners in a writing course, guided in part by Pavlenko (2007) and Haenen’s (1996) stages for implementing CBI, demonstrated that the instructor’s development was informed primarily through a process of self-reflection, diagramming and comparing notes with scholarly publications related to CBI and Vygotskian sociocultural theory. This study challenges and contributes to recent discussions about other-regulated teacher education in CBI contexts (e.g., Nauman, 2011 and van Compernolle and Henery, 2015) and reveals concerns about how instructors use didactic models to orient learners to target concepts. The findings call for more research aimed at understanding CBI-related teacher education and for detailed study manuals for L2 instructors interested in implementing CBI.

Struggling Upward: Worldly Success and the Japanese Novel by Timothy J. Van Compernolle

Struggling Upward: Worldly Success and the Japanese Novel by Timothy J. Van Compernolle

Laboratory simulation of magnetospheric chorus wave generation

Whistler mode chorus emissions with a characteristic frequency chirp are important magnetospheric waves, responsible for the acceleration of outer radiation belt electrons to relativistic energies and also for the scattering loss of these electrons into the atmosphere. A laboratory experiment (Van Compernolle et al 2015 Phys. Rev. Lett. 114 245002, An et al 2016 Geophys. Res. Lett.) in the large plasma device at UCLA was designed to closely mimic the scaled plasma parameters observed in the inner magnetosphere, and shed light on the excitation of discrete frequency whistler waves. It was observed that a rich variety of whistler wave emissions is excited by a gyrating electron beam. The properties of the whistler emissions depend strongly on plasma density, beam density and magnetic field profiles.

Transport properties of a hollow pressure filament in a magnetized plasma

A theoretical and numerical modeling study is made of a novel heating configuration recently implemented in the Large Plasma Device at the University of California, Los Angeles. The injection of an electron beam from a masked LaB6 cathode into a magnetized plasma results in a hollow, cylindrical filament of elevated temperature. The hot cylindrical ring has an axial extent that is about one-thousand times larger than its thickness, and the peak temperature can be ten times larger than that of the surrounding plasma. The simultaneous positive and negative radial pressure gradients provide an ideal platform for the investigation of transport phenomena of contemporary interest, including avalanches [Van Compernolle et al., Phys. Rev. E 91, 031102 (2015)] and nonlocal transport. The present study delineates both the parameter regimes achievable by classical transport and the linear stability of the self-consistent profiles, including temperature and density gradients. An avalanche model is developed based on the self-consistent evolution of drift-wave eigenfunctions in nonlinearly modified profiles of electron temperature and plasma density.

Preferences for (in)formal language: correlations with attitudes toward linguistic variation, multilingualism, tolerance of ambiguity, and residence abroad

ABSTRACTDrawing on data collected via a web-based survey, the study investigates the relationship between preferences for (in)formal language and attitudes toward linguistic variation among a large group of monolingual and multilingual adults (n = 379). Also explored are the links between preferences for (in)formal language and several secondary variables: tolerance of ambiguity, degree of multilingualism, age, experience living abroad, and educational achievement. Participants with more favourable attitudes toward linguistic practices that diverge from standard usage, who were more tolerant of ambiguity, and who had spent at least some time living or working in a foreign country tended to have more informal linguistic preferences. Formality preferences did not, however, appear to be related to knowledge of multiple languages, age, or education. Extending the findings reported in a previous study [van Compernolle, R. A. (2016). Are multilingualism, tolerance of ambiguity, and attitudes toward linguistic variation related? International Journal of Multilingualism, 13, 61–73], the discussion centres on a multidirectional relationship between the variables of interest, including the mutual influence of language attitudes and formality preferences. Future directions are proposed in the conclusion.

Teaching L2 Spanish Sociopragmatics Through Concepts: A Classroom‐Based Study

This study explores the teaching of second language (L2) Spanish sociopragmatics through concept‐based pragmatics instruction (van Compernolle, ). The concepts of self‐presentation, social distance, and power were the focus of a pedagogical enrichment program in 2 sections of a beginning‐level Spanish class at a northeastern U.S. university. The concepts were illustrated by the Spanish second person pronoun system (i.e., tú vs. usted). The analysis centers on preenrichment and postenrichment performances on 3 tasks: (a) a language awareness survey, (b) an appropriateness judgment task, and (c) a written discourse completion task. Results show positive gains in conceptual sociopragmatic knowledge and the ability to apply this knowledge when making pragmalinguistic choices. However, morphosyntactic accuracy in performance appears to lag behind conceptual knowledge.