scholarly journals The use of pragmatic devices by German non-native speakers of English

2021 ◽  
Author(s):  
◽  
Agnes Terraschke
Keyword(s):  
New Zealand ◽  
Native Speakers ◽  
Native Speaker ◽  
Cross Cultural ◽  
Appropriate Use ◽  
Native Speakers Of English ◽  
And Function

<p>Mastering the pragmatic norms of another language is one of the greatest challenges to non-native speakers. One particularly difficult aspect of pragmatic conventions is the appropriate use of pragmatic devices such as like, you know, I think, and or something like that which have been found to serve a number of important textual and interactive functions in discourse. This study investigates the use of such devices by non-native speakers in cross-cultural conversations in terms of frequency and function in order to establish to what extent L2 usage differs from native speaker norms. In particular, the study examines the use of the English pragmatic devices like, eh and General Extenders (and things like that, or something like that) by German non-native speakers of English (GNNSE) in interactions with native speakers of New Zealand English (NSNZE). The results are compared with the use of these forms in native-native conversations in New Zealand English and the use of close equivalent forms in German by the same GNNSE. The analysis is based on a corpus of approximately 18 1⁄2 hours of dyadic conversation or about 224,338 words of transcription.</p>

scholarly journals The use of pragmatic devices by German non-native speakers of English

2021 ◽  
Author(s):  
◽  
Agnes Terraschke
Keyword(s):  
New Zealand ◽  
Native Speakers ◽  
Native Speaker ◽  
Cross Cultural ◽  
Appropriate Use ◽  
Native Speakers Of English ◽  
And Function

<p>Mastering the pragmatic norms of another language is one of the greatest challenges to non-native speakers. One particularly difficult aspect of pragmatic conventions is the appropriate use of pragmatic devices such as like, you know, I think, and or something like that which have been found to serve a number of important textual and interactive functions in discourse. This study investigates the use of such devices by non-native speakers in cross-cultural conversations in terms of frequency and function in order to establish to what extent L2 usage differs from native speaker norms. In particular, the study examines the use of the English pragmatic devices like, eh and General Extenders (and things like that, or something like that) by German non-native speakers of English (GNNSE) in interactions with native speakers of New Zealand English (NSNZE). The results are compared with the use of these forms in native-native conversations in New Zealand English and the use of close equivalent forms in German by the same GNNSE. The analysis is based on a corpus of approximately 18 1⁄2 hours of dyadic conversation or about 224,338 words of transcription.</p>

scholarly journals ENGLISH IN THE GLOBAL WORKPLACE: A NARRATIVE APPROACH

2013 ◽  
Vol 6 (1) ◽  
pp. 69
Author(s):  
Emilia Wąsikiewicz-Firlej
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Narrative Approach ◽  
Language Awareness ◽  
Lingua Franca ◽  
Diffi Cult ◽  
International Environment ◽  
Holistic Understanding ◽  
New Directions ◽  
Native Speakers Of English

This paper aims to contribute to the discussion on the new directions in ESP education and revisit the concepts of the native speaker and lingua franca as seen from the lay perspective. It reports the results of a research study – an analysis of narratives of ten Polish professionals working for international organizations who share their experiences and tell stories on communicating and using English in the workplace. The narrative approach adopted in the study gives an insight into individual perspectives, facilitating an in-depth, holistic understanding of the studied matters. The fi ndings have shown that native English is still deemed to be the main point of reference by the participants of the study and the notion of lingua franca appears unfamiliar and diffi cult to accept, especially in the educational context. Variations in individual preferences concerning communication with native or non-native users of English and declared comfort related to such interactions have been observed and correlated with the level of profi ciency in English. In most cases, more profi cient users have reported to feel more comfortable in interactions with native speakers of English. They have also demonstrated certain language awareness, which stands in a sharp contrast to the participants less profi cient in English, whose perception of language is very simplifi ed. As regards pedagogical implications, the study has signalled a need for sound cultural preparation of professionals working in international environment and a greater emphasis on developing communication skills for socialising – an essential aspect of business communication.

A Recurrent Word Combination Approachto the Study of Formulae in the Speech of Native and Non-Native Speakers of English

1998 ◽  
Vol 3 (1) ◽  
pp. 59-80 ◽  
Author(s):  
Sylvie De Cock
Keyword(s):  
Pilot Study ◽  
Native Speakers ◽  
Native Speaker ◽  
Quantitative Comparison ◽  
Automatic Extraction ◽  
Word Combination ◽  
Full Discussion ◽  
Native Speakers Of English ◽  
Recurrent Word

This article reports on a pilot study into how corpus methods can be applied to the study of one type of phraseological unit, formulae, in native speaker and learner speech. Formulae, or formulaic expressions, are multi-word units performing a pragmatic and/or discourse-structuring function and have been characterised as being typically native-like. The methodology presented here is contrastive and involves the use of computerised corpora of both native and non-native speaker speech. It consists of two steps: (1) the automatic extraction of all recurrent word combinations to produce lists of potential formulae, and (2) a carefully specified manual filtering process designed to reduce these lists to lists of actual formulaic usage. The results of this process allow for the first genuine quantitative comparison of formulae in the speech of native and non-native speakers, which in turn has significant implications for SLA research. This paper focuses on methodology and does not present a full discussion of the results. However, selected example findings are presented to support the approach adopted.

scholarly journals A cross cultural analysis of conjuncts as indicators of the interaction and negotiation of meaning in research articles

2016 ◽  
Vol 17 (1) ◽  
pp. 45-63 ◽  
Author(s):  
Renata Povolná
Keyword(s):  
Native Speakers ◽  
Academic Discourse ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Research Articles ◽  
Cultural Variation ◽  
Negotiation Of Meaning ◽  
Academic Texts ◽  
Native Speakers Of English ◽  
Academic Communication

Abstract The role of English as a global lingua franca of academia has become indisputable in the on-going process of internationalization of all scholarship, even though the majority of writers and readers of academic texts are non-native speakers of English. Thus it is questionable whether there is any justification for imposing on international academic communication written in English the style conventions typical of the dominant Anglophone discourse community. Recommendations usually comprise qualities such as clarity, economy, linearity and precision in communication (cf. Bennett, 2015), which can be achieved, among other means, by certain overt guiding signals including conjuncts (Quirk et al., 1985). Accordingly, the aim of this paper is to reveal cross-cultural variation in the use of these important text-organizing means as it is believed that conjuncts can enhance the interaction and negotiation of meaning between the author and prospective readers of academic texts. The paper explores which semantic relations holding between parts of a text tend to be expressed overtly by conjuncts and which semantic classes, such as appositive, contrastive/concessive, listing and resultive conjuncts, contribute most to the interactive and dialogic nature of written academic discourse. The data are taken from research articles (RAs) selected from two journals, one representing academic discourse written by native speakers of English (Applied Linguistics) and the other representing academic texts written in English by Czech and Slovak scholars (Discourse and Interaction).

A study of Japanese back channels

1998 ◽  
Vol 15 ◽  
pp. 77-92
Author(s):  
Duck-Young Lee ◽  
Chiharu Mukai
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Advanced Level ◽  
Functional Aspects ◽  
Japanese Learners ◽  
And Function

Abstract This study presents findings from an analysis of the conversational data involving the Japanese back channel with special attention to the comparison of back channel behaviour between Japanese native speakers and Japanese learners at an advanced level. While the analysis is based on four aspects of the back channel (i.e. form, frequency, location and function), the study reveals that native speakers and Japanese learners show significant differences particularly in the locational and functional aspects. There were also trends that the native speaker tends to use back channels in a way of supporting and encouraging the learner to participate in the conversation.

Lexical and discourse factors in the second language acquisition of Spanish word order

2003 ◽  
Vol 19 (4) ◽  
pp. 273-304 ◽  
Author(s):  
Tammy Jandrey Hertel
Keyword(s):  
Second Language Acquisition ◽  
Word Order ◽  
Native Speakers ◽  
Native Speaker ◽  
Control Group ◽  
Order Effects ◽  
Advanced Learners ◽  
Spanish Word ◽  
Native Speakers Of English ◽  
Beginning Learners

This study investigates the acquisition of Spanish word order by native speakers of English. Specifically, it considers the development of sensitivity to the distinct interpretations of subject-verb (SV) vs. verb-subject (VS) order, as determined by lexical verb class (unaccusative and unergative verbs) and discourse structure.Participants included a native speaker control group and learners at four proficiency levels. Results from a contextualized production task indicate that beginning learners transferred the SV order of English for all structures. Intermediate learners showed a gradual increase in the production of lexically and discourse-determined inversion, although their data was also characterized by indeterminacy and variability. The advanced learners demonstrated a sensitivity to the word order effects of unaccusativity and discourse factors, but also tended to overgeneralize inversion to unergative verbs in a neutral discourse context.

scholarly journals The Acquisition of English as a Second Language by Young Tokelau Children Living in New Zealand

2021 ◽  
Author(s):  
◽  
Penelope Jamieson
Keyword(s):  
Second Language ◽  
New Zealand ◽  
Language Acquisition ◽  
English Language ◽  
Native Speakers ◽  
Language Skills ◽  
Language Education ◽  
Native Speakers Of English ◽  
Continued Use ◽  
English Language Skills

<p>Young Tokelau children living in New Zealand are members of one of the smallest linguistic minorities in the country. Many speak the Tokelau language at home, and so their first sustained contact with the English language comes when they enter the school system at the age of five. The research reported in this study was designed to investigate two questions associated with the language education of these children during their first two years at school: (a) is it desirable to discourage continued use of the Tokelau language, and (b) how should the schools approach the task of teaching the children English? The English language skills, both formal and functional, of Tokelau children aged five and seven were investigated. Tests were constructed to assess control of English vocabulary and structure and ability to communicate in English with peers and with teachers. Two groups of native speakers of English, each the same age as the Tokelau groups, were also tested. The results indicate that the English language skills of the Tokelau children are not as well developed as those of native speakers of the same age, both when they enter school and after two years of consistent contact with English. The relevance of questions concerning their language education is thus established. Correlations between ratings of Tokelau language skills and scores obtained on the measures of English language skills indicate that, in general, the continued use of the Tokelau language has little effect on the acquisition of English as a second language. The data, however, suggests that there is some relation between the ability to speak Tokelau and both the acquisition of English vocabulary and the efficiency of communication between five year old inter-ethnic pairs in which Tokelauans are the speakers and native-speakers of English are the listeners. These results are considered within the framework of the diglossic relations that exist between English and Tokelau in New Zealand. A detailed examination of the scores obtained on the English language measures by both Tokelau speakers and native speakers of English indicates that the sequence and process of second language acquisition is substantially the same as that of first language acquisition. There is little evidence of transference by the Tokelau speakers from their knowledge of their native languages to the task of understanding English. This is seen as tentative support for the experiential approach currently followed in New Zealand infant rooms. There is however some indication that early help with English vocabulary may be useful. The significance of these results is considered in the light of information derived from three studies that were complementary to the main research. These studies covered such areas as the relation between home language use and the development of second language skills, factors contributing to communicative success, and the implications of the research for language testing. Some recommendations for the language education of young Tokelau children are offered.</p>

scholarly journals Measuring the vocabulary size of native speakers of English in New Zealand secondary schools

2020 ◽  
Author(s):  
Averil Coxhead ◽  
Paul Nation ◽  
D Sim
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Secondary Schools ◽  
Native Speakers ◽  
General Purpose ◽  
Vocabulary Size ◽  
Subject Specific ◽  
Native Speakers Of English ◽  
Research In Education ◽  
Size Estimates

© 2015 New Zealand Association for Research in Education. The primary aim of this study was to examine the vocabulary size of native speakers of English in New Zealand secondary schools. Two equivalent forms of the 20,000 version of the vocabulary size test were used in this study. Two hundred and twenty-seven 13-18-year-old native speakers of English at secondary school took an individually administered version of the test. The data from this study fits with the vocabulary size estimates for younger native speakers of Biemiller and Slonim (J Educ Psychol 93:498-520, 2001). The results suggest that most native speakers at secondary school have enough general purpose vocabulary to cope with their reading at school, and any deliberate attention to vocabulary should focus on subject-specific vocabulary.

scholarly journals Measuring the vocabulary size of native speakers of English in New Zealand secondary schools

2020 ◽  
Author(s):  
Averil Coxhead ◽  
Paul Nation ◽  
D Sim
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Secondary Schools ◽  
Native Speakers ◽  
General Purpose ◽  
Vocabulary Size ◽  
Subject Specific ◽  
Native Speakers Of English ◽  
Research In Education ◽  
Size Estimates

© 2015 New Zealand Association for Research in Education. The primary aim of this study was to examine the vocabulary size of native speakers of English in New Zealand secondary schools. Two equivalent forms of the 20,000 version of the vocabulary size test were used in this study. Two hundred and twenty-seven 13-18-year-old native speakers of English at secondary school took an individually administered version of the test. The data from this study fits with the vocabulary size estimates for younger native speakers of Biemiller and Slonim (J Educ Psychol 93:498-520, 2001). The results suggest that most native speakers at secondary school have enough general purpose vocabulary to cope with their reading at school, and any deliberate attention to vocabulary should focus on subject-specific vocabulary.

scholarly journals Adding more fuel to the fire: An eye-tracking study of idiom processing by native and non-native speakers

2021 ◽  
Author(s):  
Anna Siyanova ◽  
K Conklin ◽  
N Schmitt
Keyword(s):  
Eye Tracking ◽  
Native Speakers ◽  
Native Speaker ◽  
Figurative Meaning ◽  
Point Analysis ◽  
On Line ◽  
Native Speakers Of English ◽  
Idiom Processing

Using eye-tracking, we investigate on-line processing of idioms in a biasing story context by native and non-native speakers of English. The stimuli are idioms used figuratively (at the end of the day - 'eventually'), literally (at the end of the day - 'in the evening'), and novel phrases (at the end of the war). Native speaker results indicate a processing advantage for idioms over novel phrases, as evidenced by fewer and shorter fixations. Further, no processing advantage is found for figurative idiom uses over literal ones in a full idiom analysis or in a recognition point analysis. Contrary to native speaker results, non-native findings suggest that L2 speakers process idioms at a similar speed to novel phrases. Further, figurative uses are processed more slowly than literal ones. Importantly, the recognition point analysis allows us to establish where non-natives slow down when processing the figurative meaning. © The Author(s) 2011.

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