On the usefulness of formal judgment tasks in syntax and in second-language research: The case of resumptive pronouns in English, Turkish, and Mandarin Chinese

AbstractThe roles of interaction have been studied for several decades. Recent studies have turned to investigate “the details of which components of interaction might be more or less effective in which contexts with which learners” (Loewen, Shawn & Masatoshi Sato. 2018. Interaction and instructed second language acquisition. Language Teaching 51(3). 285–329: 286). This case study, based on three unstructured interactions outside the classroom between two L2 Mandarin Chinese learners, investigates the learning opportunities these interactions brought about in terms of helping them to increase in control over forms that had already been encountered inside the classroom. Using the concept of the language-related episode (Swain, Merrill & Sharon Lapkin. 1998. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 82(3). 320–337), this study sets focus on learning opportunities for lexis- and grammar-related items. It finds learning opportunities arise as the two peers negotiate for meaning motivated by the need to comprehend, strive to use the L2 to express/co-express themselves, and improve their form through the other’s feedback. In addition, lexis-related learning is found to be very positive in this study. The dictionary played an indispensable role in facilitating the learners when they encountered lexis-related issues. Further, it enabled the learners to learn new vocabulary when driven by communicative needs. In comparison, the grammar-related learning is found to be relatively complicated. And the fact the learners had nowhere to resort to concerning grammatical issues attributed to it. In terms of the different types of interactions, compared to learning through negotiation for meaning and feedback, output and co-construction/collaboration were found to be most productive in promoting the learning.

Download Full-text

Introspection in Second Language Research

Modern Language Journal ◽

10.2307/327274 ◽

1989 ◽

Vol 73 (1) ◽

pp. 77

Author(s):

Mary-Ann Reiss ◽

Claus Faerch ◽

Gabriele Kasper

Keyword(s):

Second Language ◽

Language Research

Download Full-text

Pragmatic transfer

Interlanguage studies bulletin (Utrecht) ◽

10.1177/026765839200800303 ◽

1992 ◽

Vol 8 (3) ◽

pp. 203-231 ◽

Cited By ~ 96

Author(s):

Gabriele Kasper

Keyword(s):

Second Language ◽

Native Speakers ◽

Interlanguage Pragmatics ◽

Structural Factors ◽

Pragmatic Transfer ◽

Language Research ◽

Linguistic Action ◽

Core Areas ◽

Basic Distinction ◽

Pragmatic Knowledge

Throughout the short life of interlanguage pragmatics as a subdiscipline of second language research, it has been a virtually uncontested assumption that non-native speakers' comprehension and production of linguistic action is considerably influenced by their L1 pragmatic knowledge. The literature strongly supports this hypothesis. However, whereas there has been a lively controversy about the role of transfer in the traditional core areas of second language research (syntax, morphology, semantics), there has been little theoretical and methodological debate about transfer in interlanguage pragmatics. As a contribution to such a debate, this article seeks to clarify the concept of pragmatic transfer, proposing as a basic distinction Leech/Thomas' dichotomy of sociopragmatics versus pragmalinguistics and presenting evidence for transfer at both levels. Evidence for purported pragmatic universals in speech act realization and for positive and negative pragmatic transfer is discussed. Further issues to be addressed include the conditions for pragmatic transfer (transferability), the interaction of transfer with non-structural factors (proficiency, length of residence, context of acquisition), and the effect of transfer on communicative outcomes. The article concludes by briefly considering some problems of research method in studies of pragmatic transfer.

Download Full-text

A qualitative analysis of perceptions of fluency in second language French

IRAL - International Review of Applied Linguistics in Language Teaching ◽

10.1515/iral-2016-9995 ◽

2016 ◽

Vol 54 (2) ◽

Cited By ~ 9

Author(s):

Yvonne Préfontaine ◽

Judit Kormos

Keyword(s):

Second Language ◽

Adult Learners ◽

Qualitative Analysis ◽

Quantitative Research ◽

Qualitative Methodology ◽

Quantitative Methods ◽

Native Speaker ◽

Cognitive Demand ◽

Word Choice ◽

Speech Features

AbstractIn the field of second language (L2) fluency, there is a common adherence to quantitative methods to examine characteristics and features of speech. This study extends the field by reporting on an investigation that analyzed native-speaker listeners’ perceptions of L2 fluency in French from a qualitative perspective. Three untrained judges rated students’ performance on speech tasks varying in cognitive demand and provided justifications for their perceptions of fluency. The goal of the research was to examine the factors that affect raters’ evaluations of fluency in response to three oral performances from 40 adult learners of French of varying proficiency. Qualitative analysis revealed that the main speech features that influenced native listeners’ perceptions of L2 fluency were speed, rhythm, pause phenomena, self-correction and efficiency/effortlessness in word choice, but also in target-like rhythm and prosody. The results of using such qualitative methodology highlights the important role that rhythm plays in fluency judgements in syllable-timed languages such as French, a factor which has not always been given much prominence in previous L2 fluency quantitative research.

Download Full-text