1. English slang acquisition by non- native speakers of English (A case study of students at Ohio Program of Intensive English)

2. Research area Sociolinguistics Second language acquisition

3. Research area Slang is a social phenomenon. Many on line dictionaries and encyclopedias describe slang as a type of language that is informal, casual, nonstandard and colloquial Slang is often described as short-lived, vivid, playful, vulgar, taboo, and racy words and expressions (Eble, 1996)

4. Research area Slang is “informal words and expressions, including unconventional, faddish, vulgar, or taboo terms, used by L1 and L2 speakers of the English language to identify with a particular speech community or a fashionable trend in society” (Charkova, 2007 p. 376).

5. Aim/Justification Slang is a natural and an integral part of any human language. Slang contributes to the development of a speaker's communicative competence, i.e. the ability to use the language correctly and appropriately to accomplish communication goals.

6. References Adams, M. (2009). Slang: The people's poetry. Oxford University Press. Charkova, D.K. (2007). A language without borders: English slang and Bulgarian learners of English. Language Learning, 57:3, -416. Dumas, B.K. & Lighter, J. (1978). Is slang a word for linguists? American Speech, 5, - 15. Eble, C. (1996). Slang and sociability: In-group languages among college students. Hill: University of North Carolina Press. Eble, C. (2003). Slang, metaphor, and folk speech. American Speech, Supplement Issues, 88, -161. Milroy, J. & Milroy, L. (1991). Authority in language: Investigating language prescription and standardization. York: Chapman & Hall. Register, N. (1996). Second-language learners and taboo words in American English. English Today, 47, -55.

7. Research questions Quantitative data: Question 1: Do L2 learners have knowledge of English slang? Question 2: Does the length of residence in the US influence the knowledge and use of slang? Question 3: Does the proficiency level play role in the acquisition and use of slang? Question 4: Are there any differences depending on L1 background? Question 5: Are there any gender differences in terms of slang acquisition?

8. Research questions Qualitative data: Question 6: Do L2 learners use slang words and expressions? And if yes, what are the reasons behind their use of slang? Questions 7: Where and by what means L2 learners acquire slang?

9. Methodology Data collection – questionnaires, Word Knowledge test, interviews. 100 OPIE students with different language backgrounds and levels of proficiency. 20-30 students will be interviewed to collect qualitative data.

10. Procedure Collect authentic data Distribute questionnaires and tests Analyze quantitative data Conduct interviews Analyze qualitative data

11. Expected findings Students with a higher level of proficiency and a longer term of residence in the US are familiar and more likely to use slang in their speech. L2 learners are more likely to use slang in conversations with their friends, peers, classmates, both native and non-native speakers of English.

12. Expected findings Gender differences – males are more likely to use slang than females. Language background – no significant differences. Sources of slang acquisition – personal communication with native and non-native speakers, mass media, some classroom instruction.

13. Limitations relatively small sample of participants; most students at OPIE are from China and Japan; a limited number of slang words and expressions; participants might not be providing accurate and honest responses if they think that the results will influence their overall grade; qualitative data might not be accurately interpreted.