Input Enhancement and L2 Question Formation

1991 ◽  
Vol 12 (4) ◽  
pp. 416-432 ◽  
Author(s):  
L. WHITE ◽  
N. SPADA ◽  
P. M. LIGHTBOWN ◽  
L. RANTA
Keyword(s):  
Input Enhancement ◽  
Question Formation

scholarly journals Nonmainstream Dialect Use and Specific Language Impairment

2001 ◽  
Vol 44 (1) ◽  
pp. 207-223 ◽  
Author(s):  
Janna B. Oetting ◽  
Janet L. McDonald
Keyword(s):  
Discriminant Function ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
American English ◽  
Surface Characteristics ◽  
Specific Language ◽  
Question Formation ◽  
Important Direction ◽  
Surface Patterns ◽  
Main Effects

Most work looking at specific language impairment (SLI) has been done in the context of mainstream dialects. This paper extends the study of SLI to two nonmainstream dialects: a rural version of Southern African American English (SAAE) and a rural version of Southern White English (SWE). Data were language samples from 93 4- to 6-year-olds who lived in southeastern Louisiana. Forty were classified as speakers of SAAE, and 53 were classified as speakers of SWE. A third were previously diagnosed as SLI; the others served as either agematched (6N) or language-matched (4N) controls. The two dialects differed in frequency of usage on 14 of the 35 coded morphosyntactic surface patterns; speakers of these dialects could be successfully discriminated (94%) from each other in a discriminant analysis using just four of these patterns. Across dialects, four patterns resulted in main effects that were related to diagnostic condition (SLI vs. 6N), and a slightly different set of four patterns showed effects that were related to developmental processes (4N vs. 6N). More interestingly, the surface characteristics of SLI were found to manifest in the two dialects in different ways. A discriminant function based solely on SAAE speakers tended to misclassify SWE children with SLI as having normal language, and a discriminant function based on SWE speakers tended to misclassify SAAE unaffected children as SLI. Patterns within the SLI profile that cut across the two dialects included difficulties with tense marking and question formation. The results provide important direction for future studies and argue for the inclusion of contrastive as well as noncontrastive features of dialects within SLI research.

scholarly journals ‘Where’ Questions and Their Responses in Duna (Papua New Guinea)

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Lila San Roque
Keyword(s):  
Papua New Guinea ◽  
High Frequency ◽  
New Guinea ◽  
Direct Reference ◽  
Space And Place ◽  
Frequency Function ◽  
Data Set ◽  
Functional Flexibility ◽  
Information Gap ◽  
Question Formation

AbstractDespite their central role in question formation, content interrogatives in spontaneous conversation remain relatively under-explored cross-linguistically. This paper outlines the structure of ‘where’ expressions in Duna, a language spoken in Papua New Guinea, and examines where-questions in a small Duna data set in terms of their frequency, function, and the responses they elicit. Questions that ask ‘where?’ have been identified as a useful tool in studying the language of space and place, and, in the Duna case and elsewhere, show high frequency and functional flexibility. Although where-questions formulate place as an information gap, they are not always answered through direct reference to canonical places. While some question types may be especially “socially costly” (Levinson 2012), asking ‘where’ perhaps provides a relatively innocuous way of bringing a particular event or situation into focus.

scholarly journals Making questions with tone: Polar question formation in Kinyarwanda

2020 ◽  
Vol 5 (1) ◽  
pp. 213
Author(s):  
Alexander Jarnow
Keyword(s):  
Prosodic Structure ◽  
Final Position ◽  
Bantu Language ◽  
Wh Questions ◽  
Question Formation ◽  
The Right

Kinyarwanda is a Bantu language with one phonemic (H) tone (Kimenyi 2002). This can phonetically realized as high, low, rising, and falling. This talk addresses the tonological discrepancy between declaratives and polar questions in Kinyarwanda. Kimenyi(1980) briefly addresses Kinyarwanda polar questions and describes them as “a rising pitch at the sentence final position”. This generalization captures crucially cannot predict polar questions in which there is no LHL contour at the end of the sentence. I argue that what polar questions share is (a) suspension of downstep on the rightmost lexical H and (b) deletion of all word-final prosodic H. Kinyarwanda forms a prosodic structure that takes the scope of the question. This expands on Richards (2010) analysis of wh-questions. Kinyarwanda marks the right edges of prosodic words using boundary tones, similar to Chichewa (Kanerva 1990; Myers 1996).

scholarly journals Online comments as input enhancement

2021 ◽  
Vol 29 (2) ◽  
pp. 44-54
Author(s):  
Dukhayel Aldukhayel
Keyword(s):  
Listening Comprehension ◽  
Vocabulary Learning ◽  
Input Enhancement ◽  
Teaching Of Reading ◽  
Online Comments ◽  
Different Types ◽  
L2 Learners ◽  
Youtube Videos ◽  
Linguistic Input

Chapelle (2003) proposed three general types of input enhancement that help L2 learners “acquire features of the linguistic input that they are exposed to during the course reading or listening for meaning” (p. 40): input salience, input modification, and input elaboration. In 2010, Cárdenas-Claros and Gruba argued that Chapelle’s different types of input enhancement “can be and have been operationalized through help options” primarily utilized in the teaching of reading, listening, writing, grammar, and vocabulary such as glossed words, video/audio control features, captions, subtitles, and grammar explanations (p. 79). As understood from Cárdenas-Claros and Gruba’s classification of help options, input enhancement can only be accomplished through one process: salience, modification, or elaboration. In this article, we argue that YouTube comments have the potential to be (1) a help option that facilitate both listening comprehension of the videos and vocabulary learning and that (2) input enhancement accomplished by comments can be achieved by a combination of different types of input enhancement. Put another way, the aural input of a YouTube video can be salient, modified, and elaborated, thanks to the various types of comments YouTube videos often receive.

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