scholarly journals Abstracts: Pragmatics

2007 ◽  
Vol 40 (4) ◽  
pp. 366-371
Keyword(s):  
Middle East ◽  
Chinese Culture ◽  
Discourse Markers ◽  
Language Learner ◽  
Semantic Interpretation ◽  
Spoken English ◽  
Second Language Learner ◽  
Relational Work ◽  
Business Meetings ◽  
Constant Polarity

07–645Félix-Brasdefer, J. César (Indiana U, Bloomington, USA; [email protected]), Linguistic politeness in Mexico: Refusal strategies among male speakers of Mexican Spanish. Journal of Pragmatics (Elsevier) 38.12 (2006), 2158–2187.07–646Fukushima, Kazuhiko (Kansai Gaidai U, Osaka, Japan; [email protected]), Conspiracy of form and context for proper semantic interpretation: The implications of lonesome numeral classifiers in Japanese. Journal of Pragmatics (Elsevier) 39.5 (2007), 960–989.07–647Graham, Sage Lambert (U Memphis, USA; [email protected]), Disagreeing to agree: Conflict, (im)politeness and identity in a computer-mediated community. Journal of Pragmatics (Elsevier) 39.4 (2007), 742–759.07–648Hatipoğlu, Çiler (Middle East Technical U, Ankara, Turkey; [email protected]), (Im)politeness, national and professional identities and context: Some evidence from e-mailed ‘Call for Papers’. Journal of Pragmatics (Elsevier) 39.4 (2007), 760–773.07–649Haugh, Michael (Griffith U, Nathan, Queensland, Australia; [email protected]), The co-constitution of politeness implicature in conversation. Journal of Pragmatics (Elsevier) 39.1 (2007), 84–110.07–650Haugh, Michael (Griffith U, Nathan, Queensland, Australia; [email protected]), Emic conceptualisations of (im)politeness and face in Japanese: Implications for the discursive negotiation of second language learner identities. Journal of Pragmatics (Elsevier) 39.4 (2007), 657–680.07–651Hsieh, Shelley Ching-yu (National Cheng Kung U, Taiwan; [email protected]), A corpus-based study on animal expressions in Mandarin Chinese and German. Journal of Pragmatics (Elsevier) 38.12 (2006), 2206–2222.07–652Huth, Thorsten (Utah State U, Logan, USA; [email protected]), Negotiating structure and culture: L2 learners' realization of L2 compliment-response sequences in talk-in-interaction. Journal of Pragmatics (Elsevier) 38.12 (2006), 2025–2050.07–653Ji, Shaojun (Chinese Culture U, Taipei, Taiwan; [email protected]), A textual perspective on Givón's quantity principle. Journal of Pragmatics (Elsevier) 39.2 (2007), 292–304.07–654Kimps, Ditte (U Leuven, Belgium; [email protected]), Declarative constant polarity tag questions: A data-driven analysis of their form, meaning and attitudinal uses. Journal of Pragmatics (Elsevier) 39.2 (2007), 270–291.07–655Lee, Duck-Young (The Australian National U, Canberra, Australia; [email protected]), Involvement and the Japanese interactive particlesneandyo. Journal of Pragmatics (Elsevier) 39.2 (2007), 363–388.07–656Loock, Rudy (Université de Lille III, Villeneuve d'Ascq, France; [email protected]), Appositive relative clauses and their functions in discourse. Journal of Pragmatics (Elsevier) 39.2 (2007), 336–362.07–657Manetta, Emily (U Vermont, Burlington, USA; [email protected]), Unexpected left dislocation: An English corpus study. Journal of Pragmatics (Elsevier) 39.5 (2007), 1029–1035.07–658Mzushima, Lisa & Paul Stapleton (Hokkaido U, Sapporo, Japan; [email protected]), Analyzing the function of meta-oriented critical comments in Japanese comic conversations. Journal of Pragmatics (Elsevier) 38.12 (2006), 2105–2123.07–659Netz, Hadar & Ron Kuzar (U Haifa, Israel; [email protected]), Three marked theme constructions in spoken English. Journal of Pragmatics (Elsevier) 39.2 (2007), 305–335.07–660Rogerson-Revell, Pamela (U Leicester, UK; [email protected]), Humour in business: A double-edged sword. A study of humour and style shifting in intercultural business meetings. Journal of Pragmatics (Elsevier) 39.1 (2007), 4–28.07–661Ruhi, Şükriye (Middle East Technical U, Ankara, Turkey; [email protected]) & Hale Işık-Güler, Conceptualizing face and relational work in (im)politeness: Revelations from politeness lexemes and idioms in Turkish. Journal of Pragmatics (Elsevier) 39.4 (2007), 681–711.07–662Selting, Margret (Universität Potsdam, Germany; [email protected]), Lists as embedded structures and the prosody of list construction as an interactional ressource. Journal of Pragmatics (Elsevier) 39.3 (2007), 483–526.07–663Soares da Silva, Augusto (Universidade Católica Portuguesa, Braga, Portugal; [email protected]), The polysemy of discourse markers: The case ofprontoin Portuguese. Journal of Pragmatics (Elsevier) 38.12 (2006), 2188–2205.07–664Takimoto, Masahiro (Tezukayama U, Japan; [email protected]), The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System (Elsevier) 34.4 (2006), 601–614.

scholarly journals Incorporating theatre techniques in the language classroom

2015 ◽  
Vol IX (2) ◽  
pp. 115-124
Author(s):  
Abigail Paul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Native English Speakers ◽  
Language Learner ◽  
Augusto Boal ◽  
Second Language Learner ◽  
Improvisational Theatre ◽  
Language Classroom ◽  
Communicative Approach ◽  
The University

The following workshop was presented at a Foreign Language and Drama Conference at the University of Reutlingen on July 10, 2015. It outlines the use of improvisational theatre techniques in the foreign language classroom by making parallels between the communicative approach to language learning and improvisational theatre techniques learned in various books read and seminars attended by the author throughout the years in numerous cities, but predominantly with Second City Chicago1, iO Chicago2, Keith Johnstone, and Comedy Sportz3. As Friederike Klippel states, “activities are invented, but we rarely know who invented them. Like games or folk songs they are handed on from teacher to teacher” (Klippel 1985: 1). Similarly improvisational activities morph over time, with each teacher adding his or her own personal flair. The seminar is built predominantly on the games and philosophies as outlined by theatre practitioners Augusto Boal, Viola Spolin and Keith Johnstone, but from the viewpoint of the author. While these activities can be used for a variety of purposes with native and non-native English speakers in a number of areas, the focus in the following is on the second language learner. The generally-accepted understanding of a communicative approach to language learning is that it focuses ...

scholarly journals Finding the discipline: Assessing student activity in Second Life

2011 ◽  
Vol 27 (5) ◽  
Author(s):  
Scott Grant ◽  
Rosemary Clerehan
Keyword(s):  
Second Life ◽  
Virtual World ◽  
Language Learner ◽  
First Year ◽  
Assessment Practices ◽  
Student Activity ◽  
Implementation Processes ◽  
Design And Implementation ◽  
Second Language Learner

<span>For the second-language learner, the affordances of a virtual world have the potential to confer benefits conventionally aligned with real world experiences. However, little is known about the pedagogical benefits linked to the specific characteristics of the virtual world, let alone the issues arising for staff hoping to assess students' participation in these worlds. This case study is based on a two-part assignment in a first-year Chinese unit at an Australian university, exploring the virtual world assessment practices of one lecturer. The findings, while suggesting the strengths of the assessment regime with respect to many of the affordances and to alignment with policy, highlight deficient aspects of the design and implementation processes which can relatively easily be addressed. The case study reveals the critical importance of sufficient scaffolding and support, feedback and appropriate communication of students' achievement to them in order to promote further reflection.</span>

scholarly journals Investigation of Native Speaker and Second Language Learner Intuition of Collocation Frequency

2021 ◽  
Author(s):  
Anna Siyanova ◽  
S Spina
Keyword(s):  
Language Learning ◽  
High Frequency ◽  
Native Speakers ◽  
Native Speaker ◽  
Low Frequency ◽  
Language Learner ◽  
Very Low Frequency ◽  
Second Language Learner ◽  
L2 Learners ◽  
L1 And L2

© 2015 Language Learning Research Club, University of Michigan. Research into frequency intuition has focused primarily on native (L1) and, to a lesser degree, nonnative (L2) speaker intuitions about single word frequency. What remains a largely unexplored area is L1 and L2 intuitions about collocation (i.e., phrasal) frequency. To bridge this gap, the present study aimed to answer the following question: How do L2 learners and native speakers compare against each other and corpora in their subjective judgments of collocation frequency? Native speakers and learners of Italian were asked to judge 80 noun-adjective pairings as one of the following: high frequency, medium frequency, low frequency, very low frequency. Both L1 and L2 intuitions of high frequency collocations correlated strongly with corpus frequency. Neither of the two groups of participants exhibited accurate intuitions of medium and low frequency collocations. With regard to very low frequency pairings, L1 but not L2 intuitions were found to correlate with corpora for the majority of the items. Further, mixed-effects modeling revealed that L2 learners were comparable to native speakers in their judgments of the four frequency bands, although some differences did emerge. Taken together, the study provides new insights into the nature of L1 and L2 intuitions about phrasal frequency.

GENERAL THEORIES AND SPECIAL THEORIES IN TEACHING LANGUAGE TO NON-NATIVE SPEAKERS

2021 ◽  
Vol 03 (05) ◽  
pp. 200-214
Author(s):  
Boukhmis SENOUBER ◽  
Chahrazed Bin YOUNES
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Universal Grammar ◽  
Social Contexts ◽  
Language Learner ◽  
Target Language ◽  
Teaching Language ◽  
Second Language Learner ◽  
Basic Hypothesis ◽  
Language Environment

The field of teaching language for non-native speakers is a rich field that has been addressed by various theories that tried to explain the process of acquiring a second language, as some of them pay great attention to the innate characteristics of the learner, and others focus on the role that the environment plays, especially in terms of providing contact with those who modify their language and patterns of interaction to suit the needs of the language learner, while other theories focus on the learner’s participation in the social contexts, or the so-called immersion in the target language environment, and the importance of research is highlighted in uncovering the mechanisms and curricula that these theories have adopted in order to achieve meaningful and distinct learning. The research aims to address this topic, trying to delve into the concepts and procedures of each theory separately in an attempt to clarify and present it to the Arab reader and student in an accessible and understandable form. We will try to rely in this study on a research plan that includes two main topics: A first topic, which we will devote to general theories in teaching language to non-native speakers; That is, theories that dealt with linguistic acquisition in general, whether related to the first or second language, and includes three main theories; They are the structural behavioral theory, the innate or Universal Grammar theory, and the functional theory. As for the second topic, we will devote it to the special theories, which are theories that dealt exclusively with teaching the language to non-native speakers, and it includes eight basic hypothesis. They are the Monitor hypothesis, the interaction hypothesis, the contrastive analysis hypothesis, the creative construction hypothesis, the fundamental difference hypothesis, Noticing hypothesis, the projection hypothesis, the competition model.In order to delve into this topic, we raise the following problems: How did cognitive theorizing for teaching a language to non-speakers of it contributed to addressing the difficulties and mistakes faced by the second language learner? How did these theories address the issue of second language teaching and acquisition?

A Graduate Course Focusing on the Second Language Learner

1997 ◽  
Vol 81 (4) ◽  
pp. 518-526 ◽  
Author(s):  
ELAINE K. HORWITZ ◽  
MARY ELIZABETH MCLENDON ◽  
BARBARA BRESSLAU ◽  
JYU-FANG YU ◽  
MARIANNE DRYDEN
Keyword(s):  
Second Language ◽  
Language Learner ◽  
Graduate Course ◽  
Second Language Learner

The Growth of Linguistic Knowledge and Language Processing in Undergraduate Learners of French

1996 ◽  
Vol 55 ◽  
pp. 175-186
Author(s):  
Richard J. Towell
Keyword(s):  
Language Processing ◽  
Language Learner ◽  
Linguistic Competence ◽  
Linguistic Knowledge ◽  
Data Set ◽  
Second Language Learner ◽  
Temporal Variables ◽  
The Mind ◽  
Over Time ◽  
Fluent Language

In this article it is argued first that linguistic knowledge consists of two components, linguistic competence and learned linguistic knowledge, and that these components are created in the mind of the second language learner by different processes. It is further argued that these two kinds of knowledge must be stored in the mind as proceduralised knowledge, through a process of automatization or proceduralisation, in order to permit fluent language processing. Using evidence gathered from undergraduate learners of French, these two hypotheses are investigated. The acquisition of competence is investigated through grammaticality judgement tests, the acquisition of proceduralised knowledge is investigated through the measurement of temporal variables. In relation to the acquisition of linguistic competence, the results suggest that learners do not re-set parameters even after a lengthy period of exposure to the L2, but that they may mimic the L2 on the basis of the LI. In relation to the proceduralisation of linguistic knowledge, the results suggest that learners do not possess the L2 knowledge in the same way as the LI knowledge but that specific aspects of the knowledge are proceduralised over time. It is expected that further investigation of the data set will enable more detailed statements about exactly what kind of knowledge has been acquired and proceduralised and what has not.

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