FACTORS INFLUENCING THE COMPREHENSION OF CONVERSATIONAL IMPLICATURES BY NATIVE AND NON-NATIVE SPEAKERS OF ENGLISH: AN EMPIRICAL STUDY INSPIRED BY BOUTON’S (1988)

The main goal of the present study has been to examine implicature comprehension in native and foreign/second language speakers of English from different linguistic backgrounds. The project was inspired by an earlier work of Bouton (1988), whose objective was to measure the influence of cultural background on the ability to grasp implied meanings in English, by comparing native and non-native speakers' performance. A modified digital version of the original multiple-choice test (Bouton 1988) was used to collect the data. Gricean (1989) theory of conversational implicature served as a theoretical framework for the study. The quantitative analysis of the data collected from the speakers of 33 languages was compared against the original results and the scope of the analysis was expanded to incorporate the examination of other factors affecting implicature understanding in native and nonnative languages. The present results corroborate some of the earlier findings and suggest that language competence and cultural background are crucial factors in understanding implicated meanings.

Fuzzy Lexical Representations in Adult Second Language Speakers

We propose the fuzzy lexical representations (FLRs) hypothesis that regards fuzziness as a core property of nonnative (L2) lexical representations (LRs). Fuzziness refers to imprecise encoding at different levels of LRs and interacts with input frequency during lexical processing and learning in adult L2 speakers. The FLR hypothesis primarily focuses on the encoding of spoken L2 words. We discuss the causes of fuzzy encoding of phonological form and meaning as well as fuzzy form-meaning mappings and the consequences of fuzzy encoding for word storage and retrieval. A central factor contributing to the fuzziness of L2 LRs is the fact that the L2 lexicon is acquired when the L1 lexicon is already in place. There are two immediate consequences of such sequential learning. First, L2 phonological categorization difficulties lead to fuzzy phonological form encoding. Second, the acquisition of L2 word forms subsequently to their meanings, which had already been acquired together with the L1 word forms, leads to weak L2 form-meaning mappings. The FLR hypothesis accounts for a range of phenomena observed in L2 lexical processing, including lexical confusions, slow lexical access, retrieval of incorrect lexical entries, weak lexical competition, reliance on sublexical rather than lexical heuristics in word recognition, the precedence of word form over meaning, and the prominence of detailed, even if imprecisely encoded, information about LRs in episodic memory. The main claim of the FLR hypothesis – that the quality of lexical encoding is a product of a complex interplay between fuzziness and input frequency – can contribute to increasing the efficiency of the existing models of LRs and lexical access.

Fillers as Communication Strategies Among English Second Language Speakers in Job Interviews

Good mastery of English in job interviews does not only give an added value to the second language (L2) interview candidates but also increases the chances to be employed. However, not all English as Second Language (ESL) speakers are competent in using the language. In this regard, communication strategies (CS) are useful for L2 speakers in overcoming the difficulties in communicating their intended messages. The objective of this study is to examine the use of fillers as CS by interviewing candidates of academic staff recruitment at Universiti Teknologi MARA Machang, Kelantan, in Malaysia. The data of this qualitative study were obtained from observations through video-recorded oral interactions between candidates and panellists during interview sessions. The NVivo software (version 12) was used to help the researcher in analysing the oral data. The results revealed that the use of fillers stipulated in Dörnyei and Scott’s (1997) taxonomy of CS was extensively used by ESL speakers in real job interviews as a processing time pressure-related strategy when the speaker was trying to fill in the gaps between their limited resources and message conveyance in L2. In conclusion, fillers are useful to L2 speakers by helping them to maintain conversations and prevent communication breakdown.

Access to verb bias and plausibility information during syntactic processing in adult Spanish–English bilinguals

In two experiments, we examine how proficient second language speakers integrate verb bias and plausibility information during online sentence comprehension. Spanish–English speakers and native English speakers read sentences in English in which a post-verbal noun phrase (NP) could be interpreted as a direct object or a sentential subject. To examine the role of verb bias, the post-verbal NP was preceded by a verb that is preferentially followed by a direct object (DO-bias verbs) or a sentential complement (SC-bias verbs). To assess the role of plausibility, the semantic fit between the verb and the post-verbal NP was either congruent or incongruent with the direct object interpretation. The results show that both second language speakers and native speakers used verb bias information to assign a grammatical role to the post-verbal ambiguous NP with small differences. Syntactic revision of an initially incorrect DO interpretation was facilitated by the presence of an implausible NP.

Lexical preference in second dialect acquisition in a second language

Aims and objectives/purpose/research questions: How does second dialect acquisition in a second language compare to that in a first language in terms of rates and predictors of second dialect vocabulary use? Design/methodology/approach: A lexical preference task was completed by four groups of participants residing in Australia: first language speakers of Australian (L1D1) and American (L1D2) English, and first language speakers of Russian who acquired Australian (L2D1) and American (L2D2) English first. The participants named objects which are denoted by different words in American and Australian English (e.g. bell pepper vs capsicum). Data and analysis: The response was coded as either American or Australian, and percentage of use of Australian items was calculated for each group. Findings/conclusions: L1D1 used Australian words the most and L1D2 the least. L2D1 and L2D2 fell between the two L1 groups. L1D2 rate of use was predicted by proportion of life spent in Australia. L2D1 were more likely to choose Australian words if they had lived in Australia longer and had positive attitudes toward Australia. L2D2 were less likely to use Australian words the longer they had lived in the USA. Similar, but not identical, factors predict second dialect acquisition in the first and second languages. Originality: The research is innovative in considering second dialect acquisition in second language speakers and creates a bridge between second language and second dialect acquisition research. Significance/implications: The finding that second language speakers may be more flexible in second dialect acquisition than first language speakers has important implications for our understanding of cognitive and social constraints on acquisition.

Assessing Without Words: Verbally Incomplete Utterances in Complaints

This study investigates the use of verbally incomplete utterances in French-language complaints about third parties or situations. In these cases, a speaker initiates a turn with verbal means but stops talking before reaching lexico-syntactic completion. The utterance becomes recognizable as an expression of negative stance or as a precise negative assessment by virtue of the linguistic formatting of the turn-initiation, its position within the larger interactional context, and the speaker’s accompanying bodily-visual displays and vocalizations. Data consist of video-recorded coffee-break conversations among first and second language speakers of French. Using multimodal Conversation Analysis, the analysis documents recurrent linguistic formats of the verbally incomplete utterances and examines the interactional deployment of the utterances in two distinct sequential contexts: (1) in the initiation of complaints, and (2) at the end of complaint tellings or reports. In the first of these, the action of leaving a turn verbally incomplete and expressing stance with bodily-visual means allows the speaker to prepare the grounds for the complaint by foreshadowing the negative valence of the upcoming talk. In the latter case, the verbally incomplete utterance and accompanying vocal and/or embodied conduct are deployed as a summary assessment or upshot of the complaint which shows, rather than merely describes, the complaint-worthiness of the situation. In both cases, the utterances work to enhance the chances for the speaker to obtain affiliative responses from coparticipants. While prior studies on verbally incomplete utterances have suggested that such utterances may be specifically suitable for subtly dealing with delicate actions, in this study the utterances are sometimes produced as part of multimodal ‘extreme-case expressions’ that convey negative stance in a high-grade manner. The findings contribute to a better understanding of interactional uses of verbally incomplete utterances and of the multimodal nature of negative assessments. The study thereby furthers our understanding of how grammar and the body interface as resources for the accomplishment of context-specific actions and the organization of social interaction.

THE TALE OF THE TWO LANGUAGES: THE QUEST IN UNDERSTANDING STUDENTS TOWARD ORAL COMMUNICATION

This study investigates how students with basic English and Arabic language proficiency from the foreign language perceive their oral communication challenges in completing their oral project for Oral Communication in English and Arabic Language Level 3 - Interviewing Native/Second language speakers in the target language. Qualitative research using the case study method was adopted. A total of 74 Arabic students & English were taken for this study is on purposeful sampling. Students were required to present a short reflective journal on their view of their project at the end of the semester to the teacher-researcher. Major findings indicate that students generally held a positive view towards the idea of approaching native speakers to practice the languages. Finally, to maximize the potential of the students, it is suggested that a need analysis should be conducted at the beginning of the semester to understand the needs and preferences of students when using the languages orally both inside and outside the campus, formal and informal use. Teachers should also try to utilize the potential of the mixed-ability group to enhance peer learning and sharing.

Activity-Based Online Learning: A Response to Dyslexia and COVID

Dr. Charles Potter’s Reading Fluency Programme implements individual learning programmes focusing on children’s learning needs. The methods and materials can be used in the treatment of dyslexia, as well as for working with children with reading, writing, and spelling difficulties or difficulties with rate of work at school. The programmes are activity-based, and are introduced through online sessions related to the child’s individual learning needs as identified through initial assessment and ongoing evaluation. Based on assessment, an individual programme is developed for the child, focusing on areas of need. The programme then uses electronic books, activity books and materials for treatment of phonological and phonemic difficulties, phonic difficulties, as well as linked problems with reading, writing, spelling, reading comprehension and working memory development. This chapter provides theoretical background on the neurolinguistic basis of the programme’s methods and materials, which have been developed internationally and implemented pre COVID with both first and second language speakers of English. It also provides information on how the materials have been implemented post COVID using activity-based online learning formats, and the results of children based on pre and post assessments.