Realizations of oppositional speech acts in English: a contrastive analysis of discourse in L1 and L2 settings

2021 ◽  
Vol 18 (2) ◽  
pp. 163-202
Author(s):  
Christopher Hopkinson
Keyword(s):  
Speech Acts ◽  
Language Use ◽  
Large Body ◽  
Future Research ◽  
Contrastive Analysis ◽  
Customer Reviews ◽  
English Speaking ◽  
L1 And L2 ◽  
L1 English ◽  
Dimensions Of Variation

Abstract This paper presents the results of a study seeking insights into how speakers express oppositional stance in an online genre (businesses’ responses to negative customer reviews on TripAdvisor). The research is contrastive, exploring the differences between the practices of speakers in two types of setting – L1 English-speaking countries and countries where English is L2 – when performing oppositional speech acts (e.g. disagreement, criticism of the review/reviewer, etc.). Although there exists a large body of work concerned with contrastive differences in speech act realizations, oppositional speech acts remain under-researched – especially in contexts of non-politeness or impoliteness. This paper presents the results of a mixed-method qualitative/quantitative analysis revealing substantial differences along two principal dimensions of variation: the (in)directness with which opposition is expressed, and the downgrading (mitigation) or upgrading (aggravation) of oppositional speech acts. Some of these differences can be traced to well-known tendencies related to L1 versus L2 language use, while others represent new empirical findings that open up potential avenues for future research.

Discourse Features of Argumentative Essays Written by Chinese EFL Students

2008 ◽  
Vol 156 ◽  
pp. 179-200
Author(s):  
Ruiqin Miao ◽  
Xiuyun Lei
Keyword(s):  
Future Research ◽  
Written Discourse ◽  
Efl Students ◽  
English Speaking ◽  
Rhetorical Features ◽  
Argumentative Essays ◽  
Textual Organization ◽  
L1 And L2 Writing ◽  
L1 And L2

Studies on both second language discourse in general and Chinese EFL/ESL discourse in particular have reported mixed findings about the relationship between L1 and L2 writing. This study investigates the rhetorical features of argumentative essays written by Chinese college EFL students by analyzing paragraph and overall textual organization and development in 69 sample essays. The results show that the majority of the participants compose in a deductive pattern similar to what is typically employed by native English speaking writers. However, the way in which the Chinese EFL students develop their L2 written discourse lacks effectiveness and adequacy, in terms of the following features: the quality of the topic sentence (of paragraphs) and the introduction paragraph (of essays), the adequacy of supporting details, transitions between sentences and paragraphs, and the effectiveness of the ending (of essays). Furthermore, we explore the factors that may underlie the observed patterns. We conclude the paper by discussing the pedagogical implications of the findings and suggesting directions for future research.

scholarly journals The impact of uninformative parafoveal masks on L1 and late L2 speakers

2020 ◽  
Vol 13 (6) ◽  
Author(s):  
Leigh Breakell Fernandez ◽  
Christoph Scheepers ◽  
Shanley E.M. Allen
Keyword(s):  
Native Speakers ◽  
Movement Behavior ◽  
English Speakers ◽  
Future Research ◽  
Parafoveal Processing ◽  
Reading Research ◽  
Boundary Paradigm ◽  
L1 And L2 ◽  
The Impact ◽  
L1 English

Much reading research has found that informative parafoveal masks lead to a reading benefit for native speakers (see, Schotter et al., 2012). However, little reading research has tested the impact of uninformative parafoveal masks during reading. Additionally, parafoveal processing research is primarily restricted to native speakers. In the current study we manipulated the type of uninformative preview using a gaze contingent boundary paradigm with a group of L1 English speakers and a group of late L2 English speakers (L1 German). We were interested in how different types of uninformative masks impact on parafoveal processing, whether L1 and L2 speakers are similarly impacted, and whether they are sensitive to parafoveally viewed language-specific sub-lexical orthographic information. We manipulated six types of uninformative masks to test these objectives: an Identical, English pseudo-word, German pseudo-word, illegal string of letters, series of X’s, and a blank mask. We found that X masks affect reading the most with slight graded differences across the other masks, L1 and L2 speakers are impacted similarly, and neither group is sensitive to sub-lexical orthographic information. Overall these data show that not all previews are equal, and research should be aware of the way uninformative masks affect reading behavior. Additionally, we hope that future research starts to approach models of eye-movement behavior during reading from not only a monolingual but also from a multilingual perspective.

scholarly journals Variations in the use of discourse markers by L1 and L2 English users

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Remart Padua Dumlao ◽  
Jeffrey Dawala Wilang
Keyword(s):  
Discourse Markers ◽  
Functional Approach ◽  
Language Teachers ◽  
English Speaking ◽  
Native English Speaking ◽  
L1 And L2 ◽  
L1 English

This study adopts a functional approach to investigate specific discourse markers employed by L1 English and L2 English users in non-native English speaking contexts. Twenty-four academic essays were voluntarily submitted by the students for analysis. Primarily, Fraser’s (2009) taxonomy was used to identify discourse markers and to know its use in writing academic essays. Findings indicate that there were notable differences between L1 and L2 users in using discourse markers, specifically in its frequency and functions. Accordingly, L1 English users’ writings frequently displayed elaborative markers followed by temporal, inferential, and cons transitive discourses. Meanwhile, L2 English users’ writings showed the overuse of certain discourse types such as temporal and inferential markers. In the coding of data, it was also revealed the L2 users’ overused of discourse markers resulted in incoherent texts. Language teachers may need to raise awareness of how discourse markers can be used variably in writing academic essays.

Discourse Features of Argumentative Essays Written by Chinese EFL Students

2008 ◽  
Vol 156 ◽  
pp. 179-200 ◽  
Author(s):  
Ruiqin Miao ◽  
Xiuyun Lei
Keyword(s):  
Future Research ◽  
Written Discourse ◽  
Efl Students ◽  
English Speaking ◽  
Rhetorical Features ◽  
Argumentative Essays ◽  
Textual Organization ◽  
L1 And L2 Writing ◽  
L1 And L2

Abstract Studies on both second language discourse in general and Chinese EFL/ESL discourse in particular have reported mixed findings about the relationship between L1 and L2 writing. This study investigates the rhetorical features of argumentative essays written by Chinese college EFL students by analyzing paragraph and overall textual organization and development in 69 sample essays. The results show that the majority of the participants compose in a deductive pattern similar to what is typically employed by native English speaking writers. However, the way in which the Chinese EFL students develop their L2 written discourse lacks effectiveness and adequacy, in terms of the following features: the quality of the topic sentence (of paragraphs) and the introduction paragraph (of essays), the adequacy of supporting details, transitions between sentences and paragraphs, and the effectiveness of the ending (of essays). Furthermore, we explore the factors that may underlie the observed patterns. We conclude the paper by discussing the pedagogical implications of the findings and suggesting directions for future research.

Perceptions of Palestine: The View from Large Linguistic Datasets

2016 ◽  
Vol 45 (2) ◽  
pp. 41-54
Author(s):  
Terry Regier
Keyword(s):  
Language Use ◽  
Cultural Norms ◽  
Cultural Perceptions ◽  
Cultural Changes ◽  
Cultural Shift ◽  
General Theme ◽  
English Usage ◽  
English Speaking ◽  
English Speaking World

Cultural norms and trends are often reflected in patterns of language use. This article explores cultural perceptions of Palestine and Palestinians in the English-speaking world, through two analyses of large linguistic datasets. The first analysis seeks to uncover current conceptions of participants in the Israel-Palestine conflict, by identifying words that are distinctively associated with those participants in modern English usage. The second analysis asks what historical-cultural changes led to these current conceptions. A general theme that emerges from these analyses is that a cultural shift appears to have occurred recently in the English-speaking world, marked by greater awareness of Palestinian perspectives on the conflict. Possible causes for such a cultural shift are also explored.

scholarly journals The MAL Protein, an Integral Component of Specialized Membranes, in Normal Cells and Cancer

Cells ◽  
2021 ◽  
Vol 10 (5) ◽  
pp. 1065
Author(s):  
Armando Rubio-Ramos ◽  
Leticia Labat-de-Hoz ◽  
Isabel Correas ◽  
Miguel A. Alonso
Keyword(s):  
Epithelial Cells ◽  
Large Body ◽  
Original Description ◽  
Cell Types ◽  
Future Research ◽  
Transmembrane Segments ◽  
Epsilon Toxin ◽  
Proteolipid Proteins ◽  
Polarized Epithelial Cells

The MAL gene encodes a 17-kDa protein containing four putative transmembrane segments whose expression is restricted to human T cells, polarized epithelial cells and myelin-forming cells. The MAL protein has two unusual biochemical features. First, it has lipid-like properties that qualify it as a member of the group of proteolipid proteins. Second, it partitions selectively into detergent-insoluble membranes, which are known to be enriched in condensed cell membranes, consistent with MAL being distributed in highly ordered membranes in the cell. Since its original description more than thirty years ago, a large body of evidence has accumulated supporting a role of MAL in specialized membranes in all the cell types in which it is expressed. Here, we review the structure, expression and biochemical characteristics of MAL, and discuss the association of MAL with raft membranes and the function of MAL in polarized epithelial cells, T lymphocytes, and myelin-forming cells. The evidence that MAL is a putative receptor of the epsilon toxin of Clostridium perfringens, the expression of MAL in lymphomas, the hypermethylation of the MAL gene and subsequent loss of MAL expression in carcinomas are also presented. We propose a model of MAL as the organizer of specialized condensed membranes to make them functional, discuss the role of MAL as a tumor suppressor in carcinomas, consider its potential use as a cancer biomarker, and summarize the directions for future research.

scholarly journals Metacognition: ideas and insights from neuro- and educational sciences

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Damien S. Fleur ◽  
Bert Bredeweg ◽  
Wouter van den Bos
Keyword(s):  
Cognitive Neuroscience ◽  
Large Body ◽  
Brain Regions ◽  
Metacognitive Knowledge ◽  
Future Research ◽  
Metacognitive Control ◽  
Domain Generality ◽  
Entry Points ◽  
Control Research ◽  
Educational Sciences

AbstractMetacognition comprises both the ability to be aware of one’s cognitive processes (metacognitive knowledge) and to regulate them (metacognitive control). Research in educational sciences has amassed a large body of evidence on the importance of metacognition in learning and academic achievement. More recently, metacognition has been studied from experimental and cognitive neuroscience perspectives. This research has started to identify brain regions that encode metacognitive processes. However, the educational and neuroscience disciplines have largely developed separately with little exchange and communication. In this article, we review the literature on metacognition in educational and cognitive neuroscience and identify entry points for synthesis. We argue that to improve our understanding of metacognition, future research needs to (i) investigate the degree to which different protocols relate to the similar or different metacognitive constructs and processes, (ii) implement experiments to identify neural substrates necessary for metacognition based on protocols used in educational sciences, (iii) study the effects of training metacognitive knowledge in the brain, and (iv) perform developmental research in the metacognitive brain and compare it with the existing developmental literature from educational sciences regarding the domain-generality of metacognition.

The acquisition of requests by second language learners of Spanish

2005 ◽  
Vol 2 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Derrin Pinto
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Advanced Learners ◽  
English Speaking ◽  
Request Strategies ◽  
Using Data ◽  
L1 And L2

This cross-sectional study in interlanguage pragmatics analyzes the requests employed by English-speaking learners of L2 Spanish, using data collected from university students at four different levels of language learning. The most common request strategies are first identified in a cross-linguistic analysis of Spanish and English and are then compared to the interlanguage data. The requests of lower-level students are found to be more idiosyncratic and pragmatically ambiguous than those of advanced learners, although not necessarily more direct. Advanced learners show signs of improvement, but still rely largely on L1 request behavior. Learners at all levels display more difficulties in areas in which there is cross-linguistic variation between the L1 and L2.

Maternal affective input in mother–child interaction

2012 ◽  
Vol 3 (1) ◽  
pp. 57-89 ◽  
Author(s):  
Zhuo Jing-Schmidt
Keyword(s):  
Cultural Values ◽  
Cultural Differences ◽  
Speech Acts ◽  
Cross Cultural ◽  
Contrastive Analysis ◽  
Pragmatic Development ◽  
Cross Cultural Differences ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
Parenting Approaches

Contrastive analysis of Chinese and American maternal affective speech acts revealed significant differences in the quantity of child-directed positive and negative speech acts. There were also important qualitative differences in specific types of maternal affective input. Results are consistent with available knowledge of cross-cultural differences in parenting approaches, and have implications for cross-cultural emotion and pragmatic development. Differential cultural values were addressed to account for the observed linguistic behaviors.

Perception of expressive prosodic speech acts performed in USA english by L1 and L2 speakers

2017 ◽  
Vol 6 (1) ◽  
pp. 27-45
Author(s):  
Donna Erickson ◽  
Albert Rilliard ◽  
João Antônio de Moraes ◽  
Takaaki Shochi
Keyword(s):  
Fundamental Frequency ◽  
Speech Acts ◽  
Acoustic Analysis ◽  
Cross Cultural ◽  
Choice Test ◽  
Cultural Comparison ◽  
Cross Cultural Comparison ◽  
Frequency Code ◽  
Cross Language ◽  
L1 And L2

Attitudes have been described for different languages, with varying labels or contexts of occurrence for same labels. It renders cross-cultural comparison uncertain. A corpus was designed to bypass these limitations. This paper focuses on USA English produced by L1 and L2 speakers. The best performances in 9 attitudes are used in a forced-choice test, in both audio and visual modalities. Results show that 6 categories group the presented attitudes in coherent sets. The cultural origin affects marginally the categorisation of the expressions. An acoustic analysis of the fundamental frequency and intensity allows to test the predictions of two theoretical propositions – the Frequency code and the Effort code. It concludes to a main coherence of cross-language expressivity, and discusses differences. For negative expressions of imposition, L1 speakers follow the Frequency code – and L1 listeners expect this; L2 speakers use the Effort code in the same situations, leading to confusions in the audio-only modality. Differences for seduction and irony are also discussed.

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