Getting the Subtle Distinctions: Should versus Had Better

1986 ◽  
Vol 8 (1) ◽  
pp. 80-87 ◽  
Author(s):  
Roann Altman
Keyword(s):  
Native Speakers ◽  
Target Language ◽  
Advanced Learners ◽  
Careful Observation ◽  
Bank Teller ◽  
English Class ◽  
Possible Cause

Careful observation of the speech of even advanced learners of English often reveals usage that deviates in some way from the target language. One area of difficulty appears to be the system of modality that includes such forms as must, have to, should, had better, can, and may, among others. Some errors are purely grammatical in nature. For example: (1) (a) In fact, they musted to return back home.(b) Perhaps if I went to France maybe I can do it.Others are not so much ungrammatical as inappropriate. For example, (2) (a) Should I give you the receipt for this? uttered by a bank teller should actually have been shall, since the teller was not really asking me for my advice but was trying to find out whether I wanted the receipt. In (2b), (2) (b) I should take this English class.the student was actually trying to ascertain which section of a class to sign up for, and really needed to convey that he was required to take that particular class. In order to ascertain the possible cause for these persistent misuses of the modals, several measures of modal usage were developed and administered to groups of native and non-native speakers. The results showed that the understanding non-natives have of expressions of modality is qualitatively different from the understanding of natives. Some possible causes for this discrepancy in understanding are suggested along with possible solutions for remedying the problem.

scholarly journals Foreign Language Learners’ Attitudes and Perceptions of L1 Use in L2 Classroom

2019 ◽  
Author(s):  
Maram S. Almohaimeed ◽  
Huda M. Almurshed
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Target Language ◽  
Advanced Learners ◽  
English Classes ◽  
English Class ◽  
Attitudes And Perceptions ◽  
Preparatory Year

Whether to avoid learners’ first language (L1) or to make use of it in the second language (L2) classes is a controversial issue. Some studies have challenged the effectiveness of the monolingual approach to foreign language learning. This study investigates Saudi university learners’ attitudes and perceptions towards incorporating their L1(Arabic) in English class. This study also sheds light into the relationship between students’ perceptions and proficiency level in the target language. To this end, Gaebler's questionnaire (2014) was administered to 60 female learners studying in the preparatory year at a Saudi university. They were from three different English proficiency levels. The results showed that advanced learners hold a negative attitude towards the use of L1 in their English classes, whereas elementary and intermediate learners generally perceive the judicious use of their L1 positively.

Linguistic structure and information organisation

2003 ◽  
Vol 3 ◽  
pp. 183-206 ◽  
Author(s):  
Christiane von Stutterheim
Keyword(s):  
Empirical Study ◽  
Learning Process ◽  
Native Speakers ◽  
Formal System ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Advanced Learners ◽  
Event Time ◽  
Form Part ◽  
Time Structures

This paper addresses the factors that distinguish very advanced learners from native speakers, investigating the difficulties which arise in overcoming the final thresholds in the learning process. Firstly, it compares different linguistic systems with respect to specific grammaticised categories, showing how these categories relate to patterns of information organisation at text level, with the assumption that the principles underlying these patterns form part of the learner’s linguistic knowledge. Secondly, it demonstrates that L2-learners who master the formal system of the target language to a near-perfect degree still have problems in applying forms in context in accordance with the principles of information organisation which grammaticised forms entail in the target language. The domains investigated are event-time structures. The languages investigated in the empirical study are Algerian Arabic, English, German, Spanish, and Norwegian, and advanced learner languages (English and German).

Syntactic features and reanalysis in near-native processing

2006 ◽  
Vol 22 (3) ◽  
pp. 369-397 ◽  
Author(s):  
Holger Hopp
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Target Language ◽  
Response Latencies ◽  
Advanced Learners ◽  
Reading Accuracy ◽  
L2 Processing ◽  
Ultimate Attainment ◽  
L1 English

In order to investigate second language (L2) processing at ultimate attainment, 20 first language (L1) English and 20 L1 Dutch advanced to near-native speakers of German as well as 20 native Germans were tested in two experiments on subject-object ambiguities in German. The results from a self-paced reading task and a speeded acceptability judgement task show that the lower-proficient advanced learners in this study display the same processing preferences as natives in reading accuracy yet fail to demonstrate differential response latencies associated with native syntactic reanalysis. By contrast, near-native speakers of either L1 converge on incremental native reanalysis patterns. Together, the findings highlight the role of proficiency for processing the target language since it is only at near-native levels of proficiency that non-natives converge on native-like parsing. The results support the view that endstate non-native processing and native processing are qualitatively identical.

Effects of L1 morphological type on L2 morphological awareness

2021 ◽  
pp. 026765832199641
Author(s):  
Zhaohong Wu ◽  
Alan Juffs
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
First Language ◽  
Morphological Awareness ◽  
Morphological Type ◽  
Target Language ◽  
Unique Contribution ◽  
Morphological Knowledge ◽  
Advanced Learners

Previous studies on bilingual children have shown a significant correlation between first language (L1) and second language (L2) morphological awareness and a unique contribution of morphological awareness in one language to reading performance in the other language, suggesting cross-linguistic influence. However, few studies have compared advanced adult L2 learners from L1s of different morphological types or compared native speakers with advanced learners from a morphologically more complex L1 in their target-language morphological awareness. The current study filled this gap by comparing native English speakers (analytic) and two L2 groups from typologically different L1s: Turkish (agglutinative) and Chinese (isolating). Participants’ morphological awareness was evaluated via a series of tasks, including derivation, affix-choice word and nonword tasks, morphological relatedness, and a suffix-ordering task. Results showed a significant effect of L1 morphological type on L2 morphological awareness. After accounting for L2 proficiency, the Turkish group significantly outperformed the Chinese group in the derivation, morphological relatedness, and suffix-ordering tasks. More importantly, the Turkish group significantly outperformed the native English group in the morphological relatedness task even without accounting for English proficiency. Such results have implications for theories in second language acquisition regarding representation of the bilingual lexicon. In addition, results of the current study underscored the need to guard against the comparative fallacy and highlighted the influential effect of L1 experience on the acquisition of L2 morphological knowledge.

scholarly journals A Case Study of Communication Difficulties between a Chinese Advanced Learner and Native Speakers

2019 ◽  
Vol 10 (1) ◽  
pp. 114
Author(s):  
Xiaoling Jin
Keyword(s):  
Native Speakers ◽  
Corrective Feedback ◽  
Real Life ◽  
Target Language ◽  
Foreign Language Anxiety ◽  
Advanced Learners ◽  
Study Approach ◽  
Communication Difficulties ◽  
L1 Influence

The paper focuses on the communication difficulties between a Chinese advanced learner and native speakers. The research is carried out through a case study approach and is grounded on the data collected from recording conversations between a Chinese participant and two native speakers. The recorded conversations are spontaneous, covering general topics encountered in real life. Three linguistic findings are: first, grammar does not usually affect advanced learners in speaking whereas the lack of appropriate vocabulary may be a bigger challenge; second, advanced learners could learn contents words and expressions without instruction but through a rich target language input; third, incorrect pronunciation can be corrected through consistent physical practice and corrective feedback. Also, the research shows that foreign language anxiety, cultural differences and L1 influence play important roles in communication with native speakers. As to the study strategy, this research emphasizes the importance of continuous language exposure for advanced learners. This case study could be applied by students and teachers in EFL classrooms and will also contribute to the study of Chinese English.

Incidental pragmatics learning in telecollaborative exchanges

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Federica Del Bono ◽  
Elena Nuzzo
Keyword(s):  
Speech Acts ◽  
Native Speakers ◽  
Target Language ◽  
Advanced Learners ◽  
Written Texts ◽  
Previous Round ◽  
Linguistic Behaviour ◽  
Pragmatic Strategies

This paper aims to explore the outcomes of incidental pragmatics learning in the context of a telecollaboration programme, with a focus on the speech acts of criticising and suggesting. The programme involved Italian learners of English and American learners of Italian. It was organised around weekly Zoom video calls over an academic semester. Every second virtual encounter was devoted to providing and discussing feedback on written texts produced by the partner in the target language. The discussion was held in the feedback provider’s L2. For this study, we focused on three intermediate-to-advanced learners of English whose data were analysed longitudinally. English native speakers’ data, collected during a previous round of the telecollaboration programme, were analysed as a reference baseline. Signs of development in the linguistic behaviour of the three learners were observed with regard to the pragmatic strategies they used to comment on their partners’ errors, but not in the distribution of internal modifiers and supportive moves.

The Dynamics of Linguistic Systems and the Acquisition of French as a Second Language

1986 ◽  
Vol 8 (3) ◽  
pp. 277-292 ◽  
Author(s):  
Robert Chaudenson ◽  
André Valli ◽  
Daniel Véronique
Keyword(s):  
Second Language ◽  
Language Change ◽  
Native Speakers ◽  
Self Regulation ◽  
Target Language ◽  
Advanced Learners ◽  
Actual Usage ◽  
Regional Dialects ◽  
Linguistic System ◽  
Common Area

It has been observed that learners of French as a second language at different stages of the acquisition process tend to use forms and rules that are comparable to those of French-based creoles or pid-ginized French. The more advanced learners employ rules and forms akin to dialectal variants of French or to French as spoken in isolated areas such as Old Mines, Missouri. The learners produce non-standard forms considered unacceptable by the purist tradition of French grammarians. It has been noted that the observed similarities between interlanguage, regional dialects, etc., occur in given “sensitive” zones of French morphology and syntax such as the use of verbs and auxiliaries, morphology and placement of clitic pronouns, over-generalization of given prepositions, those very areas which are problematic in the acquisition of French as L1. Since the 17th century, these have been the object of a strict codification by purist grammarians who disregard actual usage in various dialects. It is hypothesized that such similarities between the interlanguage forms at various stages of development, French regional dialects, and areas of conflict over the elaboration of norms in standard French can be partly accounted for if one considers the dynamics of the target language. To explain the functioning of this process, we posit a “system” comprising the learner-speaker, the specific linguistic system itself (including pressure to conform to the norm), and the interactions with native speakers. Through self-regulation, this system devises solutions which perforce pertain to that common area which in any language is at the crossroads of variation, language change, and acquisition. This hypothetical zone (called français zéro by Chaudenson, 1984) is the point of convergence of the self-regulating processes which are responsible for the formal and functional similarities between French-based interlanguages, language change, norm conflicts in the standardization of French, and the creolization process.

Politeness Strategies and Second Language Acquisition

1982 ◽  
Vol 5 (1) ◽  
pp. 18-33 ◽  
Author(s):  
Shigenori Tanaka ◽  
Saiki Kawade
Keyword(s):  
Second Language Acquisition ◽  
Native Speakers ◽  
Point Of View ◽  
Target Language ◽  
Theoretical Point ◽  
Advanced Learners ◽  
English Sentence ◽  
Politeness Strategies ◽  
Native Speakers Of English ◽  
Nonnative Speakers Of English

The two studies reported here investigated the notion ofpolitenessas perceived by native speakers of English and advanced learners of English. The questions which concerned us included: (1) Are native speakers of English really aware of the varying degree of politeness conveyed by a given English sentence?; (2) Is there a high correlation between native speakers of English and advanced learners of English in their politeness judgements?; (3) Do native speakers of English really use different politeness strategies in different situations?; (4) Is there a high correlation between native and nonnative speakers of English in the use of politeness strategies? From a theoretical point of view, Study I was concerned with Lakoff's (1973b) claim that politeness increases with decreasing imposition; Study II was concerned with the distance-politeness hypothesis which predicts that one will use polite strategies in situations where he perceives himself as psychological and/or socially distant from his addresee. From a pedagogical point of view, the comparison of the two studies here suggested that the learner's ability ofjudgingpoliteness in the target language does not necessarily mean that he canusepoliteness strategies appropriately in actual communication situations.

scholarly journals Einfluss von Tempus und Aspekt auf die Wahl der Verbformen in schriftlichen Texten russischsprachiger Deutschlerner

2019 ◽  
Vol 62 ◽  
pp. 32-51
Author(s):  
Irina Mikhaylina
Keyword(s):  
Native Speakers ◽  
Target Language ◽  
Transfer Effects ◽  
Temporal Perspective ◽  
Advanced Learners ◽  
Tense And Aspect ◽  
Grammatical Aspect ◽  
Verb Forms ◽  
Temporal Clauses ◽  
Linguistic Means

This article investigates the influence of tense and aspect on the choice of verb forms in texts written by Russian-speaking learners of German. Through eight written narrations, each produced by advanced learners of German with L1-Russian and German native speakers, the use of verb forms and relevant linguistic means (perfect markers, temporal adverbs and temporal clauses) was compared and analysed. The study shows that even very advanced Russian-speaking learners of German could not meet target language preferences in German. They tended to deploy a different temporal perspective than German native speakers (simple past instead of present tense) and they also showed an overuse of the perfect tense, especially when describing completed actions. These differences compared to the preferences of German native speakers can be explained as transfer effects from the L1 of Russian-speaking learners since – unlike in German – the grammatical aspect in Russian is obligatory and its perfective form offers an effective tool to express completeness.  

Discourse cohesion and Topic discontinuity in native and learner production

2010 ◽  
Vol 10 ◽  
pp. 92-118 ◽  
Author(s):  
Sandra Benazzo ◽  
Cecilia Andorno
Keyword(s):  
Perspective Taking ◽  
Native Speakers ◽  
Target Language ◽  
Specific Information ◽  
Advanced Learners ◽  
Source Language ◽  
L1 Influence ◽  
Text Cohesion ◽  
Discourse Organization ◽  
L1 And L2

In order to realize text cohesion, speakers have to select specific information units and mark their informational status within the discourse; this results in specific, language-particular perspective-taking, linked to typological differences (Slobin 1996). A previous study on native speakers’ production in French, Italian, German and Dutch (Dimroth et al., in press) has highlighted a “Romance way” and a “Germanic way” of marking text cohesion in narrative segments involving topic discontinuity. In this paper we analyze how text cohesion is realized in the same contexts by advanced learners of L2 French (Italian and German L1) and L2 Italian (French and German L1). Our aim is to verify the hypothesis of an L2 advanced stage where learners manage the target language utterance grammar whereas their discourse organization still reflects L1 preferences. The results confirm the persistent presence of L1 influence, but they also show learner-specific tendencies (favouring lexical means over morphosyntactic ones), which are independent of their source language.

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