Variation in Native Speaker Speech Modification to Non-Native Speakers

1985 ◽  
Vol 7 (1) ◽  
pp. 37-57 ◽  
Author(s):  
Susan M. Gass ◽  
Evangeline Marlos Varonis
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Native Speaker ◽  
Negotiation Of Meaning ◽  
Data Bases ◽  
Proficiency Levels ◽  
Telephone Interviews

This study builds upon prior research dealing with the nature of discourse involving non-native speakers. In particular, we examine variables influencing native speaker foreigner talk and the form that speech modification takes. The data bases are (1) 80 taped telephone interviews between NNSs at two distinct proficiency levels, (interviewer) and NSs (interviewee), and (2) 20 NS-NS interviews. We consider five variables: 1) negotiation of meaning, 2) quantity of speech, 3) amount of repair (following a specific NNS request for repair), 4) elaborated responses, and 5) transparent responses. We find that the speech of NSs changes as a function of an NNS's ability to understand and be understood. We further suggest a general cognitive principle—transparency—underlying aspects of both foreigner talk and second language acquisition.

"Die wat Betekent Die?"

2001 ◽  
Vol 65 ◽  
pp. 123-135
Author(s):  
Jeanine Deen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Native Speaker ◽  
Nonnative Speakers ◽  
Relative Distribution ◽  
Interaction Data ◽  
Negotiation Of Meaning ◽  
Nonnative Speaker

In conversations between native and nonnative speakers, problems in understanding may occur quite frequently. If one of the speakers tries to repair the trouble, negotiation of meaning will take place. This article describes the roles native and nonnative speakers of Dutch play in negotiating meaning in informal and institutional conversations and the influence of language proficiency and setting on the role distribution. Interaction data were used from a large longitudinal adult second language acquisition project (Perdue, 1993a/b). The relative distribution of the three main negotiation moves (trouble indicators, trouble clarifications and confirmation checks) showed that asymmetry occurs in both types of conversation at all three moments of measurement indicating that language proficiency is indeed a factor causing asymmetry (c.f. Deen, 1997). The nonnative speaker and the native speaker held complementary roles, the former mainly indicating trouble and the latter clarifying and checking. The influence of setting on the asymmetry was less clear because there was little difference between the two settings. The semi-authenticity of the data may partly explain this outcome. Furthermore, it could be shown that the use of confirmation checks by the native speaker could be an indicator of dominance but only when there is competition between the two speakers.

scholarly journals Maturational Constraints on the Recruitment of Early Processes for Syntactic Processing

2011 ◽  
Vol 23 (10) ◽  
pp. 2752-2765 ◽  
Author(s):  
Eric Pakulak ◽  
Helen J. Neville
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Language Processing ◽  
Native Speakers ◽  
Native Speaker ◽  
Syntactic Processing ◽  
Neural Organization ◽  
Anterior Negativity

An enduring question in the study of second-language acquisition concerns the relative contributions of age of acquisition (AOA) and ultimate linguistic proficiency to neural organization for second-language processing. Several ERP and neuroimaging studies of second-language learners have found that neural organization for syntactic processing is sensitive to delays in second-language acquisition. However, such delays in second-language acquisition are typically associated with lower language proficiency, rendering it difficult to assess whether differences in AOA or proficiency lead to these effects. Here we examined the effects of delayed second-language acquisition while controlling for proficiency differences by examining participants who differ in AOA but who were matched for proficiency in the same language. We compared the ERP response to auditory English phrase structure violations in a group of late learners of English matched for grammatical proficiency with a group of English native speakers. In the native speaker group, violations elicited a bilateral and prolonged anterior negativity, with onset at 100 msec, followed by a posterior positivity (P600). In contrast, in the nonnative speaker group, violations did not elicit the early anterior negativity, but did elicit a P600 which was more widespread spatially and temporally than that of the native speaker group. These results suggest that neural organization for syntactic processing is sensitive to delays in language acquisition independently of proficiency level. More specifically, they suggest that both early and later syntactic processes are sensitive to maturational constraints. These results also suggest that late learners who reach a high level of second-language proficiency rely on different neural mechanisms than native speakers of that language.

scholarly journals Linguistic and Conversational Adjustments to Non-Native Speakers

1983 ◽  
Vol 5 (2) ◽  
pp. 177-193 ◽  
Author(s):  
Michael H. Long
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Native Speaker ◽  
Age Groups ◽  
Social Classes ◽  
Qualitative And Quantitative

At least 40 studies have been conducted of the linguistic and conversational adjustments made by native speakers of a language using it for communication with non-native speakers. The modifications sometimes result in ungrammatical speech. Generally, however, they serve to provide input that is well-formed, a sort of linguistic and conversational cocoon for the neophyte second language acquirer. Most of the findings hold across age groups, social classes and settings, although some differences, both qualitative and quantitative, have been noted in these areas, too.In making the adjustments described, native speakers appear to be reacting not to one, but to a combination of factors. These include the linguistic characteristics and comprehen-sibility of the non-native's interlanguage, but particularly his or her apparent comprehension of what the native speaker is saying. The adjustments appear to be necessary for second language acquisition, in that beginners seem unable to acquire from unmodified native speaker input. There is some doubt as to their sufficiency in this regard.

Second language acquisition of pragmatic inferences: Evidence from the Frenchc'est-cleft

2016 ◽  
Vol 38 (3) ◽  
pp. 703-732 ◽  
Author(s):  
EMILIE DESTRUEL ◽  
BRYAN DONALDSON
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speaker ◽  
Choice Task ◽  
Empirical Adequacy ◽  
Control Group ◽  
L2 Acquisition ◽  
Proficiency Levels ◽  
Forced Choice Task

ABSTRACTThis paper examines the extent to which second language (L2) speakers of French acquire the semantic and pragmatic (or interpretive) properties associated with thec'est-cleft, specifically the exhaustive inference. This phenomenon is relevant to theories of language acquisition because it is situated at the interface of syntax and pragmatics. The results from a forced-choice task challenge the empirical adequacy of the interface hypothesis (Sorace, 2011, 2012; Sorace & Filiaci, 2006), which claims that external interfaces between a linguistic module and a cognitive module remain problematic even at the highest levels of L2 acquisition. The results from 40 L2 learners at three proficiency levels reveal development from nontargetlike to nativelike behavior. In particular, the high-proficiency group interprets thec'est-cleft, as well as canonical subject–verb–object sentences and sentences with exclusives (i.e.,seul(ement)“only”), in a statistically identical way to the French native speaker control group.

Interactie In Interetnische Communicatie

1991 ◽  
Vol 39 ◽  
pp. 46-62
Author(s):  
Jeanine Deen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speaker ◽  
Basic Structure ◽  
Target Language ◽  
Final Report ◽  
Negotiation Of Meaning ◽  
Specific Feedback ◽  
Adult Immigrants

In communication between native (NS) and non-native (NNS) speakers problems of understanding may easily arise because the NNS do not have a complete knowledge of the rules and means of communication of the particular target language community. When a NNS indicates non-understanding the NS usually will adjust his or her language, and the interaction will be modified. Hatch (1978) and Long (1983) hypothesized that these adjustments will lead to an increase of comprehensible input for the NNS and thus to language acquisition. The case study discussed in this article investigates how input is made comprehensible through negotiation of meaning in so-called clarification sequences. Two 'housing office' conversations that were videotaped and transcribed for the data collection of the European Science Foundation Project "Second Language Acquisition by Adult Immigrants in Europe" (Perdue, 1984) were analyzed. The study is a follow-up on the 'Ways of Achieving Understanding' study (Bremer et al, 1988) executed as part of the ESF project. Questions that were investigated were how Mohamed, a Moroccan speaker of Dutch, indicates understanding problems, how the native speaker tries to solve these problems and what the structure is of the clarification sequences. Furthermore, some attempt was made to analyze the kind of understanding problems Mohamed indicates and the degree of success the speakers have in negotiating understanding. The results showed a basic structure for clarification sequences, starting with a trouble source, followed by a trouble indicator, trouble clarification, and ending with a main-line response connected to the trouble source. The trouble sources Mohamed indicated were mostly lexical problems. The way he indicated understanding problems was quite implicit. He either did not verbally react to a move of the NS or reacted with minimal unspecified requests, such as "hm?" or "what?". Therefore, the NSs did not receive specific feedback as to what the problem was. In spite of this, they used several strategies to clarify problems, such as reformulations, expansions and hypothesis forming. In addition, it was found that the negotiation of meaning process was quite successful: most understanding problems seemed to be solved that way. ReferencesBremer K., Broeder P., Roberts C, Simonot M., Vasseur M.-T. (1988). Ways of Achieving Understanding: Communicating to Learn in a Second Language. Final Report Vol. I, ESF project, Strassbourg. Perdue, C. (Ed.) (1984). Second Language Acquisition by Adult Immigrants. Newbury House, Rowley, Mass.

scholarly journals A concept-oriented analysis of future-time reference in native and near-native Hexagonal French

2016 ◽  
Vol 27 (3) ◽  
pp. 381-404 ◽  
Author(s):  
AMANDA EDMONDS ◽  
AARNES GUDMESTAD ◽  
BRYAN DONALDSON
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Qualitative Analysis ◽  
Native Speakers ◽  
Native Speaker ◽  
Future Time ◽  
Verb Forms ◽  
Future Events ◽  
Finite Verb

ABSTRACTThis study examined how native and near-native speakers of Hexagonal French make reference to future events in a corpus of informal conversations. A concept-oriented analysis reveals that no fewer than 13 different finite verb forms appeared in future-time contexts. A qualitative analysis of the use of the present in future-time contexts in the two portions of the corpus points to similarities in the native-speaker and near-native-speaker use. This analysis contributes to the understanding of future-time expression in Hexagonal French and to discussions concerning near-nativeness in second language acquisition.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

scholarly journals Subjacency Violations in Second Language Acquisition: Some Evidence from Chinese Mandarin Speakers of L2 English

2017 ◽  
Vol 7 (3) ◽  
pp. 1
Author(s):  
Xia Dai
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Literature Review ◽  
Native Speakers ◽  
Chinese Speakers ◽  
Follow Up Study ◽  
L2 Learners ◽  
Mandarin Speakers

The literature review shows that many previous studies have used Subjacency to test the availability of UniversalGrammar (UG) in second language acquisition. Schachter (1989) claimed that L2 learners do not have access to UGprinciples, while Hawkins and Chan (1997) suggested that L2 learners had partial availability of UG, for they foundthere was a strong difference between the elementary L2 learners and the advanced L2 learners in judging theungrammaticality of Subjacency violations; that is, the elementary L2 learners owned the highest accuracy. Underthe hypothesis of partially availability of UG in second language acquisition, L2 learners are only able to acquire theproperties instantiated in their L1s. Although they may accept violations of universal constraints, it is only at facevalue; rather the L2 learners develop different syntactic representations from the native speakers. This study has beenundertaken as a follow-up study of Hawkins and Chan (1997), and tested on L1 Mandarin speakers of L2 English injudging the grammaticality of their Subjacency violations. The results of the Grammaticality Judgement Test showthat the accuracy of Chinese speakers in judgement increased with English proficiency and that they rejectedresumptives inside islands as a repair. Contrary to the previous findings, this study provides evidence that UG isavailable in adult second language acquisition.

scholarly journals Second Language Acquisition of the English Dative Alternation by Native Speakers of Arabic

2018 ◽  
Vol 6 (1) ◽  
pp. 65-88
Author(s):  
Anwar S. Aljadani
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Double Object ◽  
Dative Alternation ◽  
L2 Learners ◽  
Semantic Properties

Abstract This paper reports on an experimental study that investigates the influence of the disparity between English and Arabic on second language acquisition, namely the phenomenon of the acquisition of the English dative alternation by Arab learners. The disallowance of certain Arabic verbs to occur in the double object dative structure causes difficulty for Arab learners to acquire English as far as the acquisition of the dative alternation is concerned. The experiment is devised to examine whether Arab learners are sensitive to syntactic and semantic properties associated with the English dative alternation. The experiment involved picture tasks with two structures: the prepositional dative structure and the double object dative structure. Overall, the results of the experiment show that the L2 learners failed to acquire the double object dative structure which does not exist in their L1. Based on these results, it is argued that L1 has an important effect on the acquisition of L2.

The partial availability of Universal Grammar in second language acquisition: the ‘failed functional features hypothesis’

1997 ◽  
Vol 13 (3) ◽  
pp. 187-226 ◽  
Author(s):  
Roger Hawkins ◽  
Cecilia Yuet-hung Chan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Second Language Learners ◽  
Native Speaker ◽  
Universal Grammar ◽  
Research Literature ◽  
Functional Features ◽  
Operator Movement

A number of studies in the research literature have proposed that Universal Grammar (UG) is partially available to adult second language learners. Attempts to provide a syntactic characterization of that partial availability have only recently begun to appear, however. In this article we will argue that speakers of Chinese (a language without wh-operator movement in overt syntax) learning second language English (a language with wh-operator movement in overt syntax) establish mental representations for English which involve pronominal binding rather than operator movement. It will be suggested that this divergence from native-speaker representations is an effect of the inaccessibility of features of functional categories in second language acquisition, what we will refer to as the ‘failed functional features hypothesis’. Implications are drawn from the findings for the syntactic characterization of accessibility to UG more generally in second language acquisition.

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