scholarly journals Wielojęzyczność w literaturze dokumentu osobistego: funkcje wykładników transkodowych

LingVaria ◽  
2021 ◽  
Vol 16 (2(32)) ◽  
pp. 301-316
Author(s):  
Elżbieta Sękowska
Keyword(s):  
Second Language ◽  
First Language ◽  
Social Reality ◽  
Code Switching ◽  
The Political ◽  
Psychological Experience ◽  
Emigre Literature ◽  
Stylistic Function ◽  
The One

Multilingualism in the Literature of Personal Document: Functions of Transcode Markers The article is dedicated to semantic functions of transcode markers in Polish émigré literature. Two diaries, written respectively by Gustaw Herling-Grudziński and Jan Lechoń, constitute the exemplification material. The diary genre, similarly to letters and memoirs, lends itself to introducing this kind of markers. Their presence reflects the multilingual competence of the author, as well as his mental, social, and psychological experience. The second language enables broadening the referential space of the first language and conveying emotions. The strategy of code switching depends on the motivation and goal of writing a given text. In Herling-Grudziński’s Journal Written by Night, foreign words from different languages abound. They fulfill several functions in the text, namely: metalinguistic, index and stylistic function. Their presence is justified by the content and by the role adopted by the author – the one of an interpreter of the political and social reality. The Diary by Lechoń is different in terms of types of predominant functions which can be distinguished in his text. Besides commenting on the émigré life, the author focuses on his emotions and experiences. Therefore, index and metalinguistic functions turn out to be the most important. Pointing out different strategies of introducing transcode markers in a text by its author is fundamental for the research on bilingualism in émigré writing.

scholarly journals Code-Switching, Language Emotionality and Identity in Junot Díaz’s “Invierno”

2020 ◽  
Vol 42 (2) ◽  
pp. 99-118
Author(s):  
María Jesús Sánchez ◽  
Elisa Pérez-García
Keyword(s):  
Short Story ◽  
First Language ◽  
Code Switching ◽  
Emotional Expressions ◽  
Central Feature ◽  
Bilingual Speakers ◽  
Linguistic Activity ◽  
The Caribbean ◽  
The One ◽  
The Relationship

Code-switching (CS) is a linguistic activity typical of bilingual speakers, and thus, a central feature characterising Latino/a literature. The present study reads Junot Díaz’s “Invierno,” a short story from This Is How You Lose Her (2012), with a focus on the oral code-switches that the bilingual Latino/a characters make from English—their second language (L2)—to Spanish—their first language (L1). More specifically, it explores the relationship between CS, language emotionality and identity. The Spanish code-switches are analysed in terms of the emotionality degree they elicit and, linguistically, according to frequency and type—intersentential CS, intrasentential CS and tag-switching. The results reveal a low percentage of Spanish vocabulary, which, nevertheless, fills the story with Latino-Dominican touches and transports the reader to the Caribbean lifestyle. This is probably due to the fact that most are emotionally charged words and expressions, which supports the idea that the frequency of CS to L1 increases when talking about emotional topics with known interlocutors. Thefindings suggest that the L1 and the L2 play different roles in the characters’ lives: the former is preferred for cultural and emotional expressions and is the language the one they identify with more, while the latter is colder and more objective.

SECOND LANGUAGE ASSESSMENT AND MORPHOSYNTACTIC DEVELOPMENT

2011 ◽  
Vol 33 (4) ◽  
pp. 529-561 ◽  
Author(s):  
Patti Spinner
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
First Language ◽  
Theoretical Work ◽  
Multiple Choice Questions ◽  
Grammatical Development ◽  
Assessment Measure ◽  
Morphosyntactic Development ◽  
The One

The purpose of this study is to begin work toward a grammatical assessment measure that could bridge the gap between theoretical work on grammatical development, on the one hand, and tools such as the Michigan Test (which uses multiple-choice questions on vocabulary and grammar) or the American Council on the Teaching of Foreign Languages scale (which uses holistic descriptions of grammar use), on the other hand. Such a measure would need to be practical to administer with large groups. Two proposals of grammatical development (processability theory, Pienemann, 1998, 2005; and organic grammar, Vainikka & Young-Scholten, 2006) were applied to short samples of spontaneous production data from 48 adult second-language learners of English from mixed first-language backgrounds. The rapid profile scale successfully accounted for the learners’ development but is of somewhat limited use with short samples of data. The organic grammar placement scale may need to be further refined, but it includes important indicators of grammatical development. A preliminary proposal for using a combined measure with a rubric is presented.

Turtles all the way down: Micro-cues and piecemeal transfer in L3 phonology and syntax

2020 ◽  
pp. 026765832094103
Author(s):  
John Archibald
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
First Language ◽  
Theoretical Models ◽  
Third Language ◽  
Third Language Acquisition ◽  
The One ◽  
Crosslinguistic Influence ◽  
The Way

There are several theories which tackle predicting the source of third language (L3) crosslinguistic influence. The two orthogonal questions that arise are which language is most likely to influence the L3 and whether the influence will be wholesale or piecemeal (property-by-property). To my mind, Westergaard’s Linguistic Proximity Model (LPM) is preferable to other theoretical models (say Rothman’s Typological Primacy Model) insofar as it is consistent with many aspects of L2/L3 phonological learnability that I am familiar with. Westergaard proposes a structure-based piecemeal approach to the explanation of third language acquisition (L3A). The model is driven by parsing and dictates that the first language (L1) or second language (L2) structure which is hypothesized to be most similar to the L3 structure will be the one to transfer.

scholarly journals Why do teachers code-switch when teaching English as a second language?

2021 ◽  
Vol 41 (Supplement 1) ◽  
pp. S1-S7
Author(s):  
Sibongile Shinga ◽  
Ansurie Pillay
Keyword(s):  
South Africa ◽  
Second Language ◽  
Teaching And Learning ◽  
Concept Maps ◽  
First Language ◽  
Code Switching ◽  
Rural High Schools ◽  
Telephone Interviews ◽  
Kwazulu Natal ◽  
Official Languages

In post-apartheid South Africa, 11 languages, including English and indigenous languages, were given equal status as official languages. Yet, more than 25 years after democracy, Black parents still believe that their children’s wealth and success depend on English, and therefore, send them to English-medium schools where they take English as a second language (ESL), known in South Africa as English First Additional Language (FAL). Many circumstances compel teachers to code-switch between English and learners’ first language. In the study reported on here we explored the reasons behind teachers’ code-switching in FAL classrooms in 4 rural high schools in KwaZulu-Natal, South Africa. Concept maps, open-ended questionnaires and open-ended telephone interviews were used to generate data. Findings indicate that FAL teachers use code-switching to clarify difficult concepts, enhance understanding of the content presented, and keep learners engaged during lessons. We argue that the use of learners’ first language may be crucial in the teaching and learning of a second language.

Relevance Theory and the in second language acquisition

2004 ◽  
Vol 20 (3) ◽  
pp. 193-211 ◽  
Author(s):  
Vlad Žegarac
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
First Language ◽  
Relevance Theory ◽  
The Other ◽  
Human Communication ◽  
L2 Learners ◽  
The One ◽  
Teaching Learning

This article considers the implications of Sperber and Wilson’s (1986/95) Relevance Theory for the acquisition of English the by second language (L2) learners whose first language (L1) does not have an article system. On the one hand, Relevance Theory provides an explicit characterization of the semantics of the, which suggests ways of devising more accurate guidelines for teaching/learning than are available in current textbooks. On the other hand, Relevance Theoretic assumptions about human communication together with some effects of transfer from L1 provide the basis for a number of predictions about the types of L2 learners’ errors in the use of the.I argue that data from previous research (Trenkić, 2002) lend support to these predictions, and I try to show that examples drawn from the data I have collected provide evidence for the view that L2 learning is not influenced only by general pragmatic principles and hypotheses about L2 based on transfer from L1, but that learners also devise and test tacit hypotheses which are idiosyncratic to them.

scholarly journals Factors of Code-Switching among Bilingual International Students in Malaysia

2020 ◽  
Vol 9 (4) ◽  
pp. 332
Author(s):  
Paramasivam Muthusamy ◽  
Rajantheran Muniandy ◽  
Silllalee. S. Kandasamy ◽  
Omrah Hassan@ Hussin ◽  
Manimaran Subramaniam ◽  
...  
Keyword(s):  
Second Language ◽  
International Students ◽  
Language Learners ◽  
First Language ◽  
Code Switching ◽  
Effective Strategy ◽  
Structured Interviews ◽  
Intended Meaning ◽  
Teaching Community ◽  
Main Factor

The present study aims to identify the factors that can potentially affect code switching in a college classroom in Malaysia. The participants were twenty bilingual international students enrolled in an English course in Malaysia. The data were collected through semi-structured interviews with the participating students. The findings of the study indicated that the main factor behind code switching among the students was incompetence in the second language. Other factors that could account for code switching were maintaining privacy, the ease of speaking in the first language compared to speaking in English, avoiding misunderstanding, and unfamiliarity with similar words in English. Therefore, code switching was found to be an effective strategy used by the students to make their intended meaning explicit and to transmit some knowledge to other students in classroom interactions. This study provides some implications for English teaching community including language learners, teachers, and curriculum developers.

scholarly journals First and second language acquisition: Towards a reconcillation

2015 ◽  
Vol 56 (1) ◽  
pp. 125-140
Author(s):  
Nicole Nau
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
First Language ◽  
The Other ◽  
First Language Acquisition ◽  
Fine Grained ◽  
The One ◽  
Definition Of

Abstract For the past two decades, research on first language acquisition on the one side, and on second language acquisition and learning on the other have largely developed separately, probably as a reaction to the failure of earlier attempts to use the same methods or simply transfer insights gained in one of the fields to the other. T his article argues that a reconciliation may be fruitful, provided that different aspects which have often got blurred in the discussion are considered separately. These aspects include the assessment of multilingualism and monolingualism, the age factor and the definition of “first” and “second” language, the understanding of linguistic competence and of completeness of acquisition, different forms of acquisition and learning, and uniformity vs. individual differences in the process of language acquisition. By challenging some widely held views on characteristics of first language acquisition and its differences to second language learning, more fine-grained research questions are revealed, some of which have been addressed in recent studies on language acquisition and multilingualism

scholarly journals Language Analysis -A Case Study-

2017 ◽  
Vol 2 (6) ◽  
pp. 52-63
Author(s):  
Evelyn Almeida ◽  
Andrea Rosero
Keyword(s):  
Second Language ◽  
Adult Learner ◽  
First Language ◽  
Code Switching ◽  
Language Analysis ◽  
The Subject ◽  
The Common ◽  
Leave Taking

The aim of this study was to analyze, the development of a second language adult learner. Pedro who was the subject of this study is A1 user according to the Common European Framework of Reference, it means that he can make an introduction and use basic greeting and leave-taking expressions. The analysis was based on an interview where the researchers focused their attention on aspects related to phonology, morphosyntax, vocabulary and pragmatics, code-switching, and other anomalies. The results showed that in the participant’s speaking there are theories, methods, and concepts that are presented implicitly or explicitly. It was also found out that our participant Pedro had many first language interference errors as they were explained along the analysis.

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