scholarly journals PIDGINS AND CREOLES LANGUAGES

2011 ◽  
Vol 2 (1) ◽  
pp. 42-50
Author(s):  
Syarfuni
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
First Language ◽  
Linguistic System ◽  
The World ◽  
Contact Language ◽  
Equatorial Belt ◽  
Normal Language

A pidgin is language with no native speakers, it is not first language but it is a contact language creoles is a normal language in just about every sense. Creole has native speaker, each pidgin and Creole are well organizes of linguistic system, the sound of pidgin or creoles are likely to be a fewer and less complicated than those of related languages for example Tok pisin has only five basic vowels, Papia Kristang has seven basic vowel. The pidgin or Creole language have two theories polygenesis and relexification. The distributions of pidgin and Creole are in equatorial belt around the world, usually in place with easy success such as in the oceans and harbor.

scholarly journals Processing reflexives in a second language: The timing of structural and discourse-level constraints

2011 ◽  
Vol 33 (3) ◽  
pp. 571-603 ◽  
Author(s):  
CLAUDIA FELSER ◽  
IAN CUNNINGS
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Native Speaker ◽  
First Language ◽  
Nonnative Speakers ◽  
Binding Condition ◽  
Reflexive Pronouns ◽  
German Speaking ◽  
Nonnative Speakers Of English ◽  
Language Influence

ABSTRACTWe report the results from two eye-movement monitoring experiments examining the processing of reflexive pronouns by proficient German-speaking learners of second language (L2) English. Our results show that the nonnative speakers initially tried to link English argument reflexives to a discourse-prominent but structurally inaccessible antecedent, thereby violating binding condition A. Our native speaker controls, in contrast, showed evidence of applying condition A immediately during processing. Together, our findings show that L2 learners’ initial focusing on a structurally inaccessible antecedent cannot be due to first language influence and is also independent of whether the inaccessible antecedent c-commands the reflexive. This suggests that unlike native speakers, nonnative speakers of English initially attempt to interpret reflexives through discourse-based coreference assignment rather than syntactic binding.

scholarly journals Non-Native English Teachers and Varieties of English: Ready, or Not?

2019 ◽  
Vol 6 (2) ◽  
pp. 334-341
Author(s):  
Yunisrina Qismullah Yusuf
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Native English Speakers ◽  
English Teachers ◽  
English Speakers ◽  
British English ◽  
International Language ◽  
The World ◽  
L1 Influence ◽  
Over Time

Language is dynamic. And thus, for English as an international language, it keeps on changing and developing over time. Now there are more non-native English speakers compared to native speakers around the world. Thus, intelligibility becomes fundamental in the world of Englishes. Besides teaching in the English accent (i.e. American or British English) as part of the educational policy given by schools, respectively, non-native English teachers must also be prepared to inform their non-native students of the Englishes around the world. Moreover, research in identifying the varieties of English spoken in different areas around the world are rapidly progressing. Especially in the field of acoustic phonetics, in which the studies here assist researchers and teachers to identify vowel distinctions among different group of English speakers and the extent of the first language (L1) influence. Specifically, the analysis in phonological variations can help teachers deal with variation in varieties of English. Understanding the varieties of English that exist today and having mutual intelligibility can improve communication with different people from different countries around the world.

Form prominence in the L2 lexicon: Further evidence from word association

2019 ◽  
Vol 37 (1) ◽  
pp. 69-90
Author(s):  
Nan Jiang ◽  
Jianqin Zhang
Keyword(s):  
Native Speakers ◽  
Word Association ◽  
Native Speaker ◽  
Association Studies ◽  
First Language ◽  
The Past ◽  
Definition Of ◽  
Orthographic Priming ◽  
Selection Of

Two lines of evidence emerged in the past suggesting that lexical form seemed to play a more important role in the organization of the second language (L2) mental lexicon than in that of the first language (L1) lexicon. They were masked orthographic priming in L2 word recognition and an elevated proportion of form-related responses in L2 word association. However, findings from previous word association studies were inconsistent regarding (1) how often L2 speakers produced form-related responses ( flood–blood) and (2) whether L2 speakers were more likely than L1 speakers to provide such responses. Attributing this inconsistency to two methodological causes, the classification of form-related responses and the selection of stimuli, the present study adopted an improved approach by quantifying the definition of form-related responses and by selecting stimuli that had both strong semantic associates and orthographically similar words as potential responses. The latter improvement helped remove the bias for producing either meaning-based or form-based responses. A group of 30 English native speakers and two groups of 65 non-native speakers were tested on the same set of stimuli of 74 English words. Three findings were obtained: (1) non-native speakers produced significantly more form-related responses than native speakers, (2) the two non-native speaker group who differed in L2 experiences showed comparable results, and (3) the participants’ familiarity with the stimuli and the lexical frequency of the stimuli negatively correlated with the proportion of form-related responses among non-native speakers. These results provided more compelling evidence for form prominence in the L2 lexicon.

scholarly journals Revisiting English As A Global Language

2017 ◽  
Vol 6 (1) ◽  
pp. 137-148
Author(s):  
Silfia Asningtias
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Global Era ◽  
International Language ◽  
The Enlightenment ◽  
The World ◽  
Global Language ◽  
Global World ◽  
Better Than

As English has become a powerful tool to ‘conquer’ the world, the needs to consider the issues arise English as an International language has become paramount. The arguments of who ‘own’ English sparks other related matters, such as the native speaker and non-native speakers as well as native speakers. In addition, it also standard and nonstandard English, that come up as the varieties of English blooming is unstoppable. On Norton’s statement of the issues of English in a global world provoke debate on whether the aforementioned is for better or for worse. This essay analyzes the perspective of experts in the dichotomy globally, meanwhile seeking the enlightenment of the situation in Indonesia locally. The discussion leads to awareness that English and the learner’s agency. As the needs of English in the global era is indispensable, English would be for better than for worse.

Returning to the homeland

1998 ◽  
Vol 15 ◽  
pp. 105-122
Author(s):  
Sachiko Noguchi
Keyword(s):  
Communication Skills ◽  
Native Speakers ◽  
Native Speaker ◽  
First Language ◽  
Listening Skills ◽  
Linguistic Features ◽  
Tertiary Institutions ◽  
Cultural Aspects ◽  
Wide Range ◽  
Changes Over Time

Abstract Research on the issues of the learners of Japanese outside Japan has increased with the expansion of Japanese language teaching worldwide, but research on those who teach them has received less attention. This paper focuses on one of the issues which Japanese instructors overseas face, in particular, that of native speakers. An individual’s competence in his/her first language in a foreign environment changes over time. The changes become more obvious when first language speakers find themselves in their own country after spending some considerable time overseas. In this study the speakers of the first language were thirteen native speaker instructors teaching at tertiary institutions in Australia. They were interviewed while on a visit to Japan regarding their communication skills in Japan both at the linguistic and non-linguistic levels. The results of the study show a wide range of changes observed; some features are common to many of these instructors while other changes are not. Changes in reading, writing, speaking and listening skills are reported. Associated aspects include skills for determining politeness levels. Non-linguistic features include socio-cultural aspects of Japanese society such as gift-giving customs, and appropriate dress. These changes in communication skills were detected and evaluated by the speakers themselves based on their own encounters while in Japan. The implications for their role as language instructors outside Japan are also discussed.

scholarly journals Models and Targets for the Pronunciation of English in Vietnam and Sweden

2009 ◽  
Vol 7 ◽  
pp. 113-128 ◽  
Author(s):  
Una Cunningham
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Native Speaker ◽  
International Communication ◽  
English Speakers ◽  
Spoken English ◽  
The World

This paper aims to account for the factors that lie behind the choice of models and targets for the pronunciation of English by learners of English in Vietnam and in Sweden. English is the first foreign language in both Vietnam and in Sweden. English is used as a language of international communication in both settings. Swedish learners have much more exposure to spoken English than do Vietnamese learners and the Swedish language is more similar to English than is Vietnamese. These reasons, among others, explain why Swedish accents of English are typically considerably more intelligible than Vietnamese accents of English. Given that the majority of English speakers in the world are not native speakers, it is argued that the traditional learner target of approaching native speaker pronunciations is not appropriate for either group, but especially not for the Vietnamese learners. Instead maximal international intelligibility is a more useful target. To this end, learners need to be exposed to a variety of native and non-native models.

Hausa ‘Native’ Speakers and the Racialisation of Knowledge Production

2021 ◽  
pp. 002190962098449
Author(s):  
Malami Buba
Keyword(s):  
Knowledge Production ◽  
Native Speakers ◽  
Native Speaker ◽  
The World ◽  
History Of ◽  
Colonial Encounter

The colonial encounter between the Hausa and the British produced multiple layers of experiences both for the coloniser and the colonised. In addition to its violent history of conquest and domination, it created a ‘text’ of learning through which ideas of ‘mixing truth with falsehood’ were presented, localised and propagated as counterweight to the dominant Muslim epistemology. Mediating and navigating these spaces require deeper understanding and the skilful weaving of divergent epistemologies of the world. In this article, the role of the ‘native speaker’ as a cultural broker is explored.

PRODUCTION AND COMPREHENSION IN PROCESSABILITY THEORY

2017 ◽  
Vol 40 (2) ◽  
pp. 295-318 ◽  
Author(s):  
Patti Spinner ◽  
Sehoon Jung
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Control Group ◽  
Reading Task ◽  
High Level Group ◽  
Lower Stage ◽  
Linguistic System ◽  
Processability Theory ◽  
High Level ◽  
Level Group

AbstractThe purpose of this study was to determine whether processability theory (PT; Pienemann, 1998, 2005) accounts for the emergence of grammatical forms and structures in comprehension. Sixty-one learners of English participated in oral interviews that elicited a variety of structures relevant to PT. Learners were divided into two groups: those who produced these structures productively in speech (high level) and those who did not (low level). These groups then read grammatical and ungrammatical sentences with PT structures in a self-paced reading task. Based on Pienemann (1998), PT predicts that the high-level group should perform similarly to native speakers. However, only the native speaker control group demonstrated sensitivity to ungrammaticalities. There was evidence that learners might have acquired lower-stage structures in an implicational order in comprehension, but it was quite mixed. These results have implications for PT and for models of the L2 linguistic system that include both production and comprehension.

scholarly journals Interpretation of English multiple wh-questions by Japanese speakers: a missing uninterpretable feature account

2006 ◽  
Vol 22 (3) ◽  
pp. 269-301 ◽  
Author(s):  
Roger Hawkins ◽  
Hajime Hattori
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
First Language ◽  
Control Group ◽  
Syntactic Features ◽  
Japanese Speakers ◽  
Wh Questions ◽  
Computational Procedures ◽  
L1 Acquisition

In recent work by Tsimpli (2003) and Tsimpli and Dimitrakopoulou (to appear) an explicit claim is made about the nature of end-state grammars in older second language (L2) learners: uninterpretable syntactic features that have not been selected during first language (L1) acquisition will not be available for L2 grammar construction. Interpretable syntactic features, on the other hand, remain available (as well as the computational procedures and principles of the language faculty), even those not selected by the L1. The present study investigates this hypothesis in relation to the acquisition of the uninterpretable feature that forces wh-movement in interrogatives in English. Nineteen L1 speakers of Japanese (a wh-in-situ language that lacks the movement-forcing feature) who are highly proficient speakers of English were asked to interpret bi-clausal multiple wh-questions in English (like Where did the professor say the students studied when?). Their responses were compared with those of a native speaker control group. It is argued that the results are consistent with the unavailability of the uninterpretable feature. Two conclusions are drawn: first, that there is a critical period for the selection of uninterpretable syntactic features for the construction of mental grammars; second, that despite the observation of target-like performance by L1 Japanese speakers on English wh-interrogatives reported in a number of existing studies, caution is required in interpreting target-like performance as evidence that L2 speakers have the same underlying grammatical representations as native speakers.

scholarly journals Evolution of the Associative-Verbal Network of the Concept “Old Age” in the Language Consciousness of the Native Russian-Language Speakers of the 20s of the XXI Century

2021 ◽  
Vol 12 (4) ◽  
pp. 1147-1159
Author(s):  
Lubov’ A. Safaralieva
Keyword(s):  
Old Age ◽  
Information Technologies ◽  
Native Speakers ◽  
Native Speaker ◽  
Negative Attitude ◽  
Russian Language ◽  
The World ◽  
A Chain ◽  
Online Format ◽  
The Russian Language

The development of information technologies, change of political system and other socio-political changes in the life of any state, leave an imprint on the linguistic consciousness of a typical native speaker. Notwithstanding, the national conceptual sphere or nave linguistic picture of the world has undergone significant changes, for all the changes in the world around us are fragmentally recorded in the collective linguistic consciousness of Russian language native speakers. The concepts of old age that were relevant to the residents of our state three decades ago, have undergone significant changes. Negative attitude to the old age, pessimism, and a sense of the inevitable end of life, have been replaced by the hope of a prosperous, happy, financially stable old age. The younger generation does not hesitate to draw a parallel between such concepts as old age and retirement - this fact was recorded for the first time as previously, the scientific studies based on data from associative experiments, hadnt noted similar approach. The above conclusions were obtained as a result of a chain associative experiment with the word-stimulus old age, which involves obtaining 3 reactions of students to this stimulus (on the basis of the Faculty of Philology of the RUDN). 99 students (aged 17-25), native speakers of the Russian language, were selected to participate in the experiment (these parameters are reflected in the questionnaire of the subjects). Due to the unfavorable epidemiological situation and the conditions of distance learning, the experiment was conducted in an online format using the MS Forms application. The obtained resulting associative-verbal network of the concept old age was compared with the characteristics of the above-mentioned concept, recorded in the Associative Dictionary of the Russian Language edited by Yuri Nikolaevich Karaulov.

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