To see the other types of publications on this topic, follow the link: Theory of interlanguage.
Journal articles on the topic 'Theory of interlanguage'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Theory of interlanguage.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
SELINKER, L., and D. DOUGLAS. "Wrestling with 'Context' in Interlanguage Theory*." Applied Linguistics 6, no. 2 (February 1, 1985): 190–204. http://dx.doi.org/10.1093/applin/6.2.190.
Full text
2
Lenfle, Sylvain, and Jonas Söderlund. "Large-Scale Innovative Projects as Temporary Trading Zones: Toward an Interlanguage Theory." Organization Studies 40, no. 11 (August 25, 2018): 1713–39. http://dx.doi.org/10.1177/0170840618789201.
Full textAbstract:
Large-scale innovative projects (LSIPs) play a central role in arranging for exploratory and strategic opportunity seeking that transcends organizational and disciplinary boundaries. This paper outlines a theory that addresses the two most salient characteristics of such organizations: their extreme task uniqueness and high degree of interdisciplinarity. Drawing on the work of Peter Galison and the case of the Radiation Laboratory project, we introduce the notion of LSIPs as ‘temporary trading zones’ and posit the centrality of ‘interlanguage creation’ for coordinating such projects. We demonstrate that LSIPs foster and, indeed, practically necessitate the creation of an interlanguage via interaction among three core elements: linguistic representations, project management tools and material representations. Summarizing our observations, we propose a process model of interlanguage creation in LSIPs; this model identifies five critical developmental phases that reveal how the three core elements interact to create an interlanguage.
3
Granger, Sylviane. "Contrastive interlanguage analysis." International Journal of Learner Corpus Research 1, no. 1 (March 23, 2015): 7–24. http://dx.doi.org/10.1075/ijlcr.1.1.01gra.
Full textAbstract:
Since its introduction in 1996, Contrastive Interlanguage Analysis (CIA) has become a highly popular method in Learner Corpus Research. Its comparative design has made it possible to uncover a wide range of features distinctive of learner language and assess their degree of generalizability across learner populations. At the same time, however, the method has drawn criticism on several fronts. The purpose of this article is threefold: to provide a brief overview of CIA research, to discuss the main criticisms the method has faced in recent years and to present a revised model, CIA², which makes the central role played by variation in interlanguage studies more explicit and is generally more in line with the current state of foreign language theory and practice.
4
Tarone, Elaine. "STILL WRESTLING WITH ‘CONTEXT’ IN INTERLANGUAGE THEORY." Annual Review of Applied Linguistics 20 (January 2000): 182–98. http://dx.doi.org/10.1017/s0267190500200111.
Full textAbstract:
One of the most intractable issues in the field of second-language acquisition (SLA) research has been the attempt to identify the role of social context in influencing (or not) the process of acquisition of a second language. The central question has been whether a theory of SLA must account only for the psycholinguistic processes involved in acquiring an interlanguage (IL), or, alternatively, whether social and sociolinguistic factors influence those psycho-linguistic processes to such an extent that they too must be included in such a theory. It seems very clear that SLA is a psycholinguistic process. But to what extent are those psycholinguistic processes affected by social context? In 1985, Selinker and Douglas proposed a construct of ‘discourse domains’ to show how social and psycholinguistic processes might be included in a theory of inter-language; Young (1999) reviews that proposal and a recent attempt to test it, concluding that the results are still uncertain. After 15 years, this is still a lively issue in the field of SLA. Indeed, it is becoming a source of increasing conflict both within the field of SLA and within such areas of applied linguistics as second/foreign language teaching and second/foreign language teacher training. In this article, I will briefly summarize the problem, and review and summarize the current evidence being brought to bear upon this issue in the SLA research literature.
5
Major, Roy C. "INTERLANGUAGE PHONETICS AND PHONOLOGY." Studies in Second Language Acquisition 20, no. 2 (June 1998): 131–37. http://dx.doi.org/10.1017/s0272263198002010.
Full textAbstract:
This thematic issue explores various aspects of interlanguage phonetics and phonology and their relationship to general linguistic theory. Research in interlanguage syntax and recently in discourse and pragmatics has been quite prolific; however, research in interlanguage phonetics and phonology has produced far fewer studies. Of the nearly 200 articles published in Studies in Second Language Acquisition (SSLA) during the last 10 years, only about a dozen focus on phonetics and phonology. This thematic issue is intended to fill some of this gap.
6
Zhao, Qianying, and Jingyang Jiang. "Verb valency in interlanguage: An extension to valency theory and new perspective on L2 learning." Poznan Studies in Contemporary Linguistics 56, no. 2 (June 25, 2020): 339–63. http://dx.doi.org/10.1515/psicl-2020-0010.
Full textAbstract:
AbstractValency theory has been applied to investigate various languages, such as German, Chinese and English. However, most studies in this field were based on the linguistic materials produced by native speakers. The current research aimed to examine the valency structures in the interlanguage. Based on the English writing produced by L2 Chinese learners, we adopted the quantitative approach, trying to find out whether the distributional features of verb valency in the interlanguage also had regular probability distributions as those in the native languages, and whether there was a relationship between these valency distributional characteristics and L2 learners’ language competence. It was found that (1) verb valency in the interlanguage followed distributional regularities which had been identified in the native languages; (2) the valency features showed differences in the diversity of valency patterns, the use of valences and the complexity of forms of complements between the interlanguage and the target language; (3) the distribution functions and parameters related to verb valency could manifest the development of students’ language competence. The current research has extended valency theory to the study of interlanguage and the valency perspective has profound methodological and pedagogical implications for L2 learning. Its item-specific property and the integration of grammatical and lexical factors are conducive to analyzing the way various words combine with each other.
7
Kasper, Gabriele. "Introduction: Interlanguage Pragmatics in SLA." Studies in Second Language Acquisition 18, no. 2 (June 1996): 145–48. http://dx.doi.org/10.1017/s0272263100014856.
Full textAbstract:
Interlanguage pragmatics—the study of nonnative speakers' use and acquisition of L2 pragmatic knowledge—has hovered on the fringes of SLA research thus far. In theories of 12 acquisition, pragmatics may figure as a constraint on syntactic knowledge, for instance, but pragmatics is not usually recognized as a knowledge component whose development deserves theoretical consideration in its own right. There is thus a tension between SLA as a theoretical (in the sense of “nonapplied”) discipline and the theory and practice of second or foreign language pedagogy. In theories of communicative competence in L2 teaching and testing, pragmatic competence figures prominently (e.g., Bachman, 1990). Curricula and materials for L2 teaching developed in recent years include strong pragmatic components or even adopt a pragmatic approach as their organizing principle.
8
'Ain, Qurrata, and Pratomo Widodo. "A Review of the Interlanguage on Performance and Competence Representation: Universal Grammar." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 1 (November 15, 2019): 1. http://dx.doi.org/10.21093/ijeltal.v4i1.245.
Full textAbstract:
Interlanguage has been the main development of field research on second language acquisition (SLA). According to Richard et al (1996) Interlanguage is one of the kinds of language that can be produced by second language learners in the process of acquiring or learning a new language. The influence of the universal grammar of the first language in learning the second language is still debated whether or not universal grammar takes part in second language acquisition. In this article has the aim to investigate the interlanguage of competence and performance representation. In second language acquisition, there is a confusion between the interlanguage of competence and performance. When people perform the second language, it will different from native speakers and argue that demonstrates defects in competence aspect. So, there is a lack of universal grammar. Interlanguage is natural when people acquire a second language based on the theory interlanguage. It might have the knowledge of grammar but when the people produced the sentence or words. It will be grammatical errors. There is some performance factor that the second language learners' competence is hidden such as parsing or demands of processing. It differences between pure knowledge and how people use the knowledge of its self. Both of them do not always coincide. This research tried to offer a descriptive review of the Interlanguage on performance and competence representation.
9
Bosch, B. "Die Afrikaans van Engelssprekende universiteitstudente: intertaalperspektiewe." Literator 19, no. 2 (April 30, 1998): 13–30. http://dx.doi.org/10.4102/lit.v19i2.519.
Full textAbstract:
The Afrikaans of English-speaking university students: interlanguage perspectives This article examines the syntactic performance of English-speaking university students who are learning Afrikaans for academic purposes. The learners' errors are discussed within the theoretical framework of interlanguage, and special attention is given to the analysis and explanation of these errors. Finally, the advantages and practical implications of teaching Afrikaans to English-speaking university students within a contrastive interlanguage paradigm are discussed.
10
Yang, Qin, and Yujie Xu. "English Teaching Reform in Local Undergraduate Colleges Based on Interlanguage Fossilization." Theory and Practice in Language Studies 9, no. 3 (March 1, 2019): 313. http://dx.doi.org/10.17507/tpls.0903.09.
Full textAbstract:
The interlanguage fossilization is a distinguishing characteristic of second language acquisition and plays an important role in promoting the foreign language teaching in China. According to survey four main problems of English teaching in local undergraduate colleges have been found, involving language environment, teaching methods, teacher-student relationship and test mode. Therefore, this paper expounds the characteristics, classification and basic causes of interlanguage petrochemical phenomena, and proposes the main measures of English teaching reform in local undergraduate colleges from the perspective of theory of interlanguage fossilization. The reform measures are as follows (a)foster a good language learning environment, (b) emphasize learning strategy in the teaching process, (c) innovate teaching concepts and teaching models,(d) select high-quality teaching materials and strengthen teacher promotion.
11
Dekydtspotter, Laurent. "The Universal Parser and interlanguage: domain-specific mental organization in the comprehension of combien interrogatives in English-French interlanguage." Second Language Research 17, no. 2 (April 2001): 91–143. http://dx.doi.org/10.1177/026765830101700201.
Full textAbstract:
From the perspective of Fodor’s (1983) theory of mental organization and Chomsky’s (1995) Minimalist theory of grammar, I consider constraints on the interpretation of French-type and English-type cardinality interrogatives in the task of sentence comprehension, as a function of a universal parsing algorithm (Universal Parser) and hypotheses embodied in a French-type vs. English-type functional lexicon respectively. I argue on the basis of the interpretation of cardinality interrogatives in English-French interlanguage that second language comprehension appears to require this view of mental organization in which a universal parsing algorithm interacts with an interlanguage lexicon. Specifically, I argue that the Minimalist view of mental organization in the area of grammar provides some insight into the basis of these constraints in mental functioning.
12
柳 京 子. "The Study of Second Language Acquisition theory -about the Interlanguage-." Journal of Japanese Culture ll, no. 34 (August 2007): 45–58. http://dx.doi.org/10.21481/jbunka..34.200708.45.
Full text
13
Peng, Ren Zhong. "A Comprehensive Evaluation on Chinas EFL Learners' Interlanguage Fossilization Based on Fuzzy Sets." Applied Mechanics and Materials 195-196 (August 2012): 968–73. http://dx.doi.org/10.4028/www.scientific.net/amm.195-196.968.
Full textAbstract:
The term fossilization first appeared almost 40 years ago. But the previous studies remains to be lack of the overall scientific and systematic evaluation on fossilization. This study intends to construct the evaluation index system and evaluation model on fossilization more completely, systematically, scientifically and practically, based on the theory of fuzzy sets and fossilization theory. Firstly, a seminar is held with Chinas 90 college English teachers to evaluate the importance of each index. Then, the quantified evaluation model based on the fuzzy sets is constructed and developed to test the Chinas EFL Learners Interlanguage Fossilization and the scores of evaluation on fossilization are calculated and the tests of speaking and writing have been administered. In order to test the effectiveness of the evaluation model, the study investigated 370 college students Chinas EFL Learners Interlanguage Fossilization in China. With the test results, the correlation coefficient has been done among them. There is a strong relationship among Chinas EFL Learners Interlanguage Fossilization, their speaking and writing. The findings of the study demonstrate that the evaluation model is highly applicable and valuable.
14
Yuan, Man, and Wei Cheng. "The Acquisition of English Lexical Stress by Chinese-speaking Learners: An OT Account." English Language Teaching 10, no. 7 (June 8, 2017): 140. http://dx.doi.org/10.5539/elt.v10n7p140.
Full textAbstract:
Lexical stress is an important contributor to foreign accent as well as intelligibility of second language (L2) speech. The present study intends to find out to what extent Chinese-speaking learners whose native language has less evident stress can acquire English lexical stress. A production test was administered to nine advanced Chinese learners of English and nine native English controls, who read aloud 12 types of nonce English nouns. The results showed that the Chinese participants were able to place stress correctly in two-syllable words and three-syllable words with a heavy penultimate syllable. However, irregularity was observed in three-syllable words with a light penultimate syllable, particularly H(eavy)L(ow)L(ow). The results are further interpreted in Optimality Theory. It is argued that the learners’ interlanguage grammar is both negatively and positively influenced by their native language. The constraint only active in Chinese causes the interlanguage to be non-nativelike. By contrast, the shared active constraints facilitate learning. Moreover, the emergence of the constraints in the interlanguage grammar which are inactive in Chinese but active in English provides evidence for the learners’ ability to restructure their interlanguage phonology.
15
LYSTER, ROY. "Research on form-focused instruction in immersion classrooms: implications for theory and practice." Journal of French Language Studies 14, no. 3 (November 2004): 321–41. http://dx.doi.org/10.1017/s0959269504001826.
Full textAbstract:
This article presents a comparative analysis of five quasi-experimental studies involving close to 1,200 students, ranging in age from 7 to 14, in 49 French immersion classrooms in Canada – a content-based instructional context where learners develop high levels of communicative ability yet demonstrate a levelling-off effect in their grammatical development. The studies investigated the effects of form-focused instruction on four areas known to be difficult for anglophone learners of French: perfect vs. imperfect past tense, conditional mood, second-person pronouns and grammatical gender. Findings suggest that effective form-focused instruction in immersion contexts, at least with respect to interlanguage features that have reached a developmental plateau, includes a balanced distribution of opportunities for noticing, language awareness and controlled practice with feedback. Less effective instructional options overemphasise negotiation for meaning in oral tasks where message comprehensibility and communication strategies circumvent the need for learners to move beyond the use of interlanguage forms.
16
Wakabayashi, Shigenori. "The nature of interlanguage: SLA of English reflexives." Second Language Research 12, no. 3 (July 1996): 266–303. http://dx.doi.org/10.1177/026765839601200302.
Full textAbstract:
This article examines experimental data of SLA of English reflexives. A carefully designed experiment to tap syntactic constraints of interlanguage grammar and the consideration of the consistency of responses of individual subjects reveal the systematicity of interlanguage grammar much more explicitly than previous studies. Of subjects' behaviour, 95% perfectly matches the sanctions of parameter values suggested in Wexler and Manzini's (1987) Governing Category Parameter and Proper Antecedent Parameter. However, re-examined in the light of the alternative hypotheses in the Binding Theory since Wexler and Manzini (1987), interlanguage grammar may violate the sanctions of Universal Grammar (UG) parameters for the variaton of referential properties of anaphors. Taking into account of this new evidence, the author suggests: 1) SLA is systematic; 2) L2 learners' interpretations of English reflexives are attributed to their linguistic knowledge; and 3) UG is available in SLA, and SLA of the referential properties of English reflexives is carried out by (re)setting parameter values.
17
Saric, Antonija. "Developmental Patterns in the Interlanguage Research." European Journal of Social Sciences Education and Research 6, no. 2 (April 30, 2016): 242. http://dx.doi.org/10.26417/ejser.v6i2.p242-255.
Full textAbstract:
Interlanguage, defined as a dynamic language system created by the second language learners, can be studied by observing how the language of the learner develops over time. It is argued that interlanguage develops in a regular, predictable way. The regularity of interlanguage development can be confirmed by studying the order or the sequence of the acquisition of a certain structure. The former is studied by choosing one of the grammatical structures (i.e. plural-s), followed by collecting interlanguage samples to determine how often a certain structure is used and finally ranking the structure according to accuracy criteria. The latter deals with the detailed investigation of a certain feature (i.e. interrogatives) to show the sequence of stages through which a learner passes in his/her attempt to arrive at the target language. By studying syntactic structures, such as negatives and interrogatives, the regularities of the acquisition stages are most evident. The regularities have been found across many languages, in particular, English and German. To demonstrate that German language develops in a regular fashion, Processability Theory was proposed stating that L2 learners can produce only those L2 structures which they can process at any given point in time emphasizing thus the fact that developmental stages cannot be skipped. Furthermore, developmental patters can also be studied by applying obligatory occasion, target-like or frequency analysis. Both obligatory occasion and target-like analysis compare the learner's and the target language, whereas frequency analysis lists various linguistic devices used by the learner to express a certain grammatical structure and then shows the frequency of using a certain linguistic device.
18
Mustakim, Mustakim, and Nurisan Lateh. "Multicultural Education in Interlanguage English Textbooks for Senior High School Students in Maroangin." MAJESTY JOURNAL 2, no. 1 (February 8, 2020): 10–19. http://dx.doi.org/10.33487/majesty.v2i1.320.
Full textAbstract:
This study aims: (1) to describe and explain the multicultural education content in Interlanguage English textbooks of senior high school level, and (2) to describe and explain the quality of the multicultural education content in Interlanguage English textbooks of senior high school level. The form of this research was descriptive qualitative. The data sources in this study were Interlanguage English textbooks of senior high school in Maroangin and informants, namely the authors of the books analyzed. Data collection techniques using content analysis techniques, questionnaires, and in-depth interviews. Test the validity of the data with the theory and source triangulation techniques, while data analysis used interactive analysis techniques. Based on the results of the study it can be concluded that: (1) the contents of multicultural education in the analyzed Interlanguage English textbooks do not fully contain the dimensions of multicultural education. This was evident from the five dimensions that should have existed only three dimensions were raised, namely the dimensions of material integration, the dimension of reducing prejudice, as well as the dimensions of strengthening school culture and social structure. Whereas the other two dimensions, namely the dimension of knowledge construction and the dimension of adjustment of learning methods were not found in the textbook; (2) the quality of multicultural education content in the lessons is still very inadequate. This is because not all multicultural dimensions are integrated into the textbook.
19
Thompson, Amy S. "Se in the interlanguage of Portuguese speakers." Spanish in Context 9, no. 3 (December 14, 2012): 369–99. http://dx.doi.org/10.1075/sic.9.3.01tho.
Full textAbstract:
The struggle of L1 English learners of Spanish with the clitic se has been documented (Montrul, 2000; Toth, 2000; Zyzik, 2006), but there have not been studies to document the use of the Spanish se by L1 Portuguese speakers. Although Portuguese is structurally similar to Spanish in many ways, including the existence of se, this clitic has subtle usage differences in the two languages. In Spanish, Whitley (2002) and Zyzik (2006) have identified seven different categories of se; Portuguese has fewer uses and applies it less frequently (Azevedo, 2005; Cunha &Cintra, 2001; Scherre, 2005). The current study, which is a modified replication of Zyzik (2004), examines the use of se by L1 Brazilian Portuguese (BP) students of Spanish. These northeastern Brazilian students narrated a short story from the picture book Pancakes for Breakfast (DePaola, 1978) and then performed a stimulated recall task. Using this data, correct uses of se, omissions of se in obligatory contexts, and overgeneralizations of se by the L1 BP participants were analyzed. In addition, the participants’ noticing of errors with se was also examined through an analysis of the stimulated recall, and the results indicate that the participants did not notice any of their errors with the clitic se. The results also indicate that positive L1 transfer can partially account for the L1 Portuguese speakers’ interlanguage; however, factors other than L1 transfer need to be considered when discussing interlanguage development.
20
Pavličević-Franić, Dunja, and Katarina Aladrović Slovaček. "Development of communicative competence among plurilingual students in monolingual croatian language practice." Journal for Foreign Languages 2, no. 1-2 (December 31, 2010): 175–92. http://dx.doi.org/10.4312/vestnik.2.175-192.
Full textAbstract:
When starting school pupils begin to adopt the standard Croatian language (non dominant L2), which in some regions differs from the native idioms (dominant L1). In this situation the interlanguage field is created and most students become vertically plurilingual, i.e. the interweaving of different language codes is ref lected in monolingual school practice.In this research the greatest attention has been paid to the cognitivelinguistic para digm and the constructivist theory, within which the stimulus theory and error theory have proven to be an extremely purposeful part of the learning process in the early lan guage development. The aim was to examine the purposefulness of the application of the modern learning theories on the development of communicative competence of younger primary school pupils. The research results have confirmed that communicative compe tence can be successfully developed, among other, by taking advantage of errors as a stim ulus for further learning. Only in such a situation the interlanguage field in monolingual Croatian language practice should be treated as a positive and not a negative linguistic phenomenon.
21
Paquot, Magali. "The phraseological dimension in interlanguage complexity research." Second Language Research 35, no. 1 (March 22, 2017): 121–45. http://dx.doi.org/10.1177/0267658317694221.
Full textAbstract:
This article reports on the first results of a large-scale research programme that aims to define and circumscribe the construct of phraseological complexity and to theoretically and empirically demonstrate its relevance for second language theory. Within this broad agenda, the study has two main objectives. First, it investigates to what extent measures of phraseological complexity can be used to describe second language (L2) performance at different proficiency levels. Second, it compares measures of phraseological complexity with traditional measures of syntactic and lexical complexity. Variety and sophistication are postulated to be the first two dimensions of phraseological complexity, which is approached via relational co-occurrences, i.e. co-occurring words that appear in a specific structural or syntactic relation (e.g. adjective + noun, adverbial modifier + verb, verb + direct object). Phraseological diversity is operationalized as root type–token ratio computed for each syntactic relation. Two methods are tested to approach phraseological sophistication. First, sophisticated word combinations are defined as academic collocations that appear in the Academic Collocation List (Ackermann and Chen, 2013). Second, it is approximated with the average pointwise mutual information score as this measures has been shown to bring out word combinations made up of closely associated medium to low-frequency (i.e. advanced or sophisticated) words. The study reveals that unlike traditional measures of syntactic and lexical complexity, measures of phraseological sophistication can be used to describe L2 performance at the B2, C1 and C2 levels of the Common European Framework of References for Languages (CEFR), thus suggesting that essential aspects of language development from upper-intermediate to very advanced proficiency level may be situated in the phraseological dimension.
22
Hsy, Jonathan. "Linguistic entrapment: Interlanguage, bivernacularity, and life across tongues." postmedieval 9, no. 2 (June 2018): 196–208. http://dx.doi.org/10.1057/s41280-018-0081-7.
Full text
23
Uneke Enyi, Amaechi, and Chiekpezie Edwin Orji. "Interlanguage Pragmatics, Communicative Competence, Nigeria’s L2 Classrooms." International Journal of Applied Linguistics and English Literature 8, no. 4 (July 31, 2019): 19. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.19.
Full textAbstract:
In Nigeria, much attention has been given to the teaching and learning of grammatical forms and sound sequences with emphasis on their accuracy and correctness (linguistic competence). This has reflected in the selection of course syllabi, curriculum, instructional materials and methods in our classrooms. A lot studies have been carried out by scholars on the non-native speakers’ use and acquisition of linguistic action patterns in a second language. Though such studies, dubbed interlanguage pragmatics, have all been carried out in Europe and America with focus on speakers of English as a Foreign language (EFL). This area of enquiry has not been adequately explored in Africa in general or Nigerian L2 learners of English as the focus. Thus, little or seldom attention has been given to pragmatics and appropriateness in language use (Communicative competence). This study is therefore, a consciousness - raising effort to highlight the relevance and advantages of teaching pragmatics and the development of pragmatics awareness in our classrooms. This is against the backdrop of the fact that the linguistic competence of most learners of English as a second language is not usually at par with their pragmatic competence. This study foregrounds the need for L2 learners of English to develop a concomitant degree of pragmatic awareness in the use of the language. They must learn how to combine form, meaning, force and context. They need, for example, to learn how to say what they want to say with the required formality or politeness, directness or indirectness, e t c, as required by a given situation or sometimes, to even keep quiet and still communicate intention. The study, domesticating the findings of some current researches in instructed pragmatics, discussed and suggested some classroom activities that could be adopted as part of the methods of teaching pragmatics, and by so doing, highlighted the enormous advantages and usefulness of teaching pragmatics and acquiring pragmatic competence in Nigeria’s L2 classrooms.
24
Al-Tameemi (MA), Tahani Awad Jasim. "Markedness Theory and Conditional Clauses: An Interlanguage Developmental Study of Iraqi EFL Learners." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 220, no. 1 (September 1, 2017): 43–58. http://dx.doi.org/10.36473/ujhss.v220i1.468.
Full textAbstract:
This study investigates how the linguistic factor of markedness theory affects Iraqi EFL Learners’ acquisition order of English conditional clauses.Three research questions are formulated to achieve the aim of this study, and these are; (i) How do Iraqi EFL learners acquire the syntactic structure of conditional clauses?, (ii) In what ways the developmental route followed by Iraqi EFL learners is similar to or different from that followed by English learners of other linguistic backgrounds?, and (iii) What is the role of markedness theory in the acquisition of conditional clauses by Iraqi EFL learners? To answer these questions, a random sample of 100 Iraqi EFL learners at four different developmental stages is tested on three written tasks. Results reveal that real conditionals are the easiest type to produce but the most difficult one to comprehend. This lends a partial support for the predictive power of markedness theory in explaining the acquisition order. Besides, linguistic form and function in L2 acquisition process are acquired at different developmental stages. Due to the limitations of the present study, future research is suggested
25
Pinto, Derrin. "The acquisition of requests by second language learners of Spanish." Spanish in Context 2, no. 1 (April 15, 2005): 1–27. http://dx.doi.org/10.1075/sic.2.1.01pin.
Full textAbstract:
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.
26
Yuan, Boping. "INTERLANGUAGE AND LEARNABILITY: FROM CHINESE TO ENGLISH.Virginia Yip. Amsterdam: Benjamins, 1995. Pp. xvi + 247. $65.00 cloth." Studies in Second Language Acquisition 19, no. 4 (December 1997): 513–14. http://dx.doi.org/10.1017/s0272263197244050.
Full textAbstract:
Interlanguage and Learnability, the published version of Yip's doctoral dissertation, examines some salient aspects of Chinese speakers' English Interlanguage (CIL) with insights from the Principles and Parameters Theory and research in language typology. On the basis of the Subset Principle and the notion of preemption, the book addresses learnability questions of how the second language learner progresses or fails to progress in the acquisition of English. The author has presented the book carefully and logically with the goal of readability in mind, which makes the book accessible to an audience interested in second language research but with little theoretical background or knowledge of Chinese linguistics. Another commendable quality of the book is the author's ability to interrelate CIL features that can easily be wrongly treated as separate and independent and analyze them in a holistic way.
27
Roszko, Danuta. "Semantic contrastive linguistics theory and dialectological studies." Cognitive Studies | Études cognitives, no. 12 (November 24, 2015): 79–92. http://dx.doi.org/10.11649/cs.2012.006.
Full textAbstract:
Semantic contrastive linguistics theory and dialectological studiesTheoretical contrastive studies (hereinafter referred to as TCS) emerged with a view to compare and contrast natural languages on the basis of a logical interlanguage. The idea of making the TCS guidelines available to science resulted in discontinuing the division into the original language and the target language when comparing and contrasting two (or more languages), and at the same time, terminating the dependence of the resulting material (i.e. form indexes in the target language) on the formal structures in the original language. The TCS essence is included in the interlanguage, which is used as tertium comparationis in the studies. To get more on this topic see Koseska, Korytkowska, R. Roszko (2007). Till now, TCS have not been applied in dialectal studies. There are a lot of reasons for this conjuncture. First of all, dialectal studies usually concentrate on one code (i.e. only a single local dialect is being specified), whilst in TCS, a comparison and contrast between (at least two) languages is provided. Moreover, research on the dialectal differentiation of a specific language (i.e. at least two dialects (/ local dialects) are being specified together) is based on demonstrating the features shared and differentiated on the level of (a) lexis, (b) morphology (most often narrowed to demonstrate differential morphological features) and (c) syntactic (relatively most rarely). Thus, dialectal studies are essentially a description of the formal conjuncture, whereas semantic aspects are out of the area of researchers interest. With this article, I am going to break the current patterns and prove that dialectal studies can be conducted in accordance with the TCS guidelines. The advantage of such dialectal studies is not only a different/new look at a specific local dialect, but also a possibility of an instant comparison and contrast between the local dialect and the standardized language or other local dialects (of one language or another) on the semantic level providing the highest standard of the relevances demonstrated (i.e. similarities and differences).
28
Eckman, Fred R. "On evaluating arguments for special nativism in second language acquisition theory." Second Language Research 12, no. 4 (October 1996): 398–419. http://dx.doi.org/10.1177/026765839601200404.
Full textAbstract:
This article attempts to evaluate several arguments that have been put forth in favour of special nativism in SLA. Specifically, the cases for each of the following claims are considered: 1) that Universal Grammar (UG) being implicated in L2 acquisition is the null hypothesis; 2) that any theory of SLA necessarily needs a theory of grammar; and 3) that showing that interlanguage grammars are underdetermined by the available input implies that UG must be accessible in L2 learning. In each case, it is argued that the arguments for special nativism are not compelling, and that it is therefore reasonable to consider a research programme in SLA theory that is based on general nativism.
29
Eckman, Fred R., and Gregory K. Iverson. "Sonority and markedness among onset clusters in the interlanguage of ESL learners." Second Language Research 9, no. 3 (October 1993): 234–52. http://dx.doi.org/10.1177/026765839300900302.
Full textAbstract:
This paper is intended as a contribution to an evergrowing body of literature on the role played by principles and parameters of Universal Grammar in second-language acquisition theory. A recent paper by Broselow and Finer (1991) proposes that markedness as defined in terms of the multivalued Minimal Sonority Distance (MSD) parameter is definitive in their subjects' knowledge of certain consonant clusters in syllable onsets. This parameter provides for the characterization of the various types of consonant clusters allowed in the onsets of syllables in different languages. The object of Broselow and Finer's study was to determine whether L2 learners find clusters which are relatively more marked according to the MSD parameter to be more difficult to learn than cluster types which are relatively less marked. The present paper, however, argues that it is typological markedness (Hawkins, 1987) rather than sonority distance per se which better explains L2 learners' knowledge of English clusters in syllable onsets. In line with Clements' (1990) comprehensive investigation of sonority relations within the syllable, this paper argues that markedness alone suffices to account for the observed interlanguage patterns. Using Clements' principles, which themselves actually follow from the overall theory of markedness, the interlanguage obstruent results reported by Broselow and Finer fall out automatically.
30
Suherman, Rudi, Lia Maulia Indrayani, and Ekaning Krisnawati. "Portraying the English Morphological Development of Indonesian-English Interlanguage Learners." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (November 17, 2020): 83. http://dx.doi.org/10.21093/ijeltal.v5i1.583.
Full textAbstract:
The study intends to see the interlanguage morphological structure observed in communicative tasks of ten Indonesian learners of English as a Foreign Language. To achieve this purpose, Qualitative method with quantified data is employed in this study embracing the cross-sectional approach. The data are taken from the utterances produced by 10 (ten) L2 learners who performed three different communicative tasks; semi-structure interviews, 5 picture descriptions, 2 spot differences. The researcher found 356 English morphological structures produced by the learners, and 66 of them are analysed as data samples the analysis is started by profiling their morphological acquisition. It helps the researcher to provide a vivid picture of their English morphological development stage. After analysing the data, the result shows that the English morphological structures produced by the L2 learners in this study are divided into three types: Suppliance, non - suppliance and over – suppliance structures. Suppliance structure refers to structure that is received by grammatical rules in standard English. Meanwhile, the other two types of structure refer to idiosyncratic structures as an innate characteristic of interlanguage morphology. Besides, English morphological development stage is compatible with the Processability Theory (PT). The learners who have acquired higher morphological structure also have already acquired lower morphological structure.
31
Kenkel, James, and Robert Yates. "The Interlanguage Grammar of Information Management in L1 and L2 Developing Writing." Written Communication 26, no. 4 (July 23, 2009): 392–416. http://dx.doi.org/10.1177/0741088309341258.
Full text
32
Mohd, Jamila, Jamaluddin Aziz, and Talaibek Musaev. "The Interlanguage Pragmatics of Japanese Daily Greetings by Malaysian Learners." GEMA Online® Journal of Language Studies 20, no. 4 (November 27, 2020): 113–29. http://dx.doi.org/10.17576/gema-2020-2004-07.
Full text
33
Selinker, Larry, Dae-Eun Kim, and Shoba Bandi-Rao. "Linguistic structure with processing in second language research: is a ‘unified theory’ possible?" Second Language Research 20, no. 1 (January 2004): 77–94. http://dx.doi.org/10.1191/0267658304sr231oa.
Full textAbstract:
We investigate a unique attempt at working out a unified theory of second language acquisition (SLA), Carroll’s ‘Autonomous Induction Theory’. This theory integrates SLA traditions that often ignore each other and adds a learning theory where novel information gets created to resolve learning problems. Cognitive universals, modularity theory, universal grammar, inductive learning, initiation of learning, working and long-term memory, top-down and bottom-up processing, input, errors, correction and feedback, language transfer, fossilization, restructuring of interlanguage are amongst the concepts reviewed. This project thus spans multiple domains but leaves many unresolved issues. However, since these issues appear in one framework, we have found that altogether, it provides excellent discussion material for advanced students. Finally, we suggest some ways in which the burden of the denseness of the material might be lightened.
34
Liceras, Juana M. "The value of clitics in non-native Spanish." Interlanguage studies bulletin (Utrecht) 1, no. 2 (December 1985): 151–68. http://dx.doi.org/10.1177/026765838500100203.
Full textAbstract:
One of the tasks of second language acquisition research is to determine the ‘linguistic’ nature of interlanguage systems. To achieve this goal it is mandatory to formulate the properties of learners' grammars in terms of the theoretical constructs proposed by linguistic theory. I have proposed elsewhere (Liceras, 1985) that, permeability, one of those properties, is related to parameter setting. In this paper, it is hypothesized that the location of a given process in the different components of the grammar may also be relevant in the determination of permeability. In the light of conflicting evidence provided by the Spanish interlanguage of French and English speakers with respect to the value of clitics in the non-native grammar, it is suggested that, due to the nature of ‘intake’, L2 learners of Spanish may locate clitics in the lexicon (as affix-like elements) or postlexically (as words in the syntax) rather than giving them a unidimensional value. I have also suggested that non-native clitics may not share all the properties that are assigned to Modern Spanish clitic pronouns.
35
Jordens, Peter. "The acquisition of word order in Dutch and German as L1 and L2." Interlanguage studies bulletin (Utrecht) 4, no. 1 (June 1988): 41–65. http://dx.doi.org/10.1177/026765838800400103.
Full textAbstract:
In a recent paper, Clahsen and Muysken (1986) argue that children acquiring German as their first language have access to the 'move alpha' matrix when constructing a grammar for German. This should explain why children have SOV base order and the rule of verb-fronting from the very beginning. In this paper, it is argued that children's OV utterances cannot be related trans formationally to VO utterances. Initially, children acquire OV and VO with different sets of verbs.Clahsen and Muysken (1986) also claim that interlanguage rules of adult L2 learners are not definable in linguistic theory. Du Plessis et al. (1987) reply to this in arguing that the interlanguage rules of adults acquiring L2 German word order fall within the range of systems permitted by the Headedness parameter, the Proper Government parameter, and the Adjunction parameter. Therefore, these adult learners should have access to Universal Grammar (UG). It is argued here that it is not necessary to make this assumption. The L2-acquisition data can be easily accounted for within a simple model of L1-structural transfer.
36
Xu, Qi. "Application of Learner Corpora to Second Language Learning and Teaching: An Overview." English Language Teaching 9, no. 8 (June 11, 2016): 46. http://dx.doi.org/10.5539/elt.v9n8p46.
Full textAbstract:
<p>The paper gives an overview of learner corpora and their application to second language learning and teaching. It is proposed that there are four core components in learner corpus research, namely, corpus linguistics expertise, a good background in linguistic theory, knowledge of SLA theory, and a good understanding of foreign language teaching issues (Granger, 2009). Based on the above components, the present paper first introduces learner corpora, then reviews literature concerning the application of corpus linguistics to SLA by means of contrastive interlanguage analysis, and at last discusses the relationship between learner corpora and foreign language teaching.</p>
37
Mahmood, Ayad Hameed, and Ibrahim Mohammed Ali Murad. "Approaching the Language of the Second Language Learner: Interlanguage and the Models Before." English Language Teaching 11, no. 10 (September 16, 2018): 95. http://dx.doi.org/10.5539/elt.v11n10p95.
Full textAbstract:
The present paper attempts to provide a critical evaluation of the most prominent pedagogical models that have dealt with the language of the second language (L2) learner starting from the second half of the 20th century. The three most influential approaches in the domain are investigated in this study: contrastive analysis (CA), error analysis (EA), and interlanguage (IL). Each of these models is tackled in terms of its beginning, psychological background, essential tenets, mechanism, and its pedagogical value. Prominently, this work is aimed at teasing apart the confusion that surrounds the fields of acquiring second/foreign language. It also endeavors to clear out the overlapping of both terminology and concept that cloud these areas. Focus is placed on IL owing to the dominant share of attention it has received from researchers and applied linguists who have found many of their questions answered and many information-gaps filled in with this theory. This review paper is an extract of an in-progress PhD dissertation on interlanguage pragmatics of Kurdish university EFL learners, which is an applied study addressing both the pragmalinguistic and sociopragmatic knowledge of the students.
38
González-Lloret, Marta. "Technology and L2 Pragmatics Learning." Annual Review of Applied Linguistics 39 (March 2019): 113–27. http://dx.doi.org/10.1017/s0267190519000047.
Full textAbstract:
AbstractThe field of technology and language learning, also known as CALL (computer-assisted language learning), is now a robust area of study informed by research and practice in the fields of language education, computer science, psychology, sociology, cognitive science, cultural studies, and, most of all, applied linguistics and second language acquisition (SLA). As with any other large field of study, some subareas have become the focus of study, often influenced by advances and research in applied linguistics, while others remain to be explored further; among these is the area of technology-mediated second/foreign language (L2) pragmatics, also known as interlanguage pragmatics. The lack of research in this area is puzzling if one considers that pragmatic competence is one of the essential components of communicative competence and that most of the technologies today exist in the service of communication. This article reviews the efforts so far to explore the connections between interlanguage pragmatics and a variety of technologies and innovations, as well as existing resources to bring L2 pragmatic teaching into the language classroom. It then suggests unexplored areas where technology could be used to aid the development of pragmatic competence and where pragmatic theory can inform SLA research.
39
Conroy, Mark A., and Inés Antón-Méndez. "A preposition is something you can end a sentence with: Learning English stranded prepositions through structural priming." Second Language Research 31, no. 2 (November 4, 2014): 211–37. http://dx.doi.org/10.1177/0267658314555945.
Full textAbstract:
This study investigated whether second language (L2) learners of English could learn to produce stranded prepositions through structural priming. Structural priming is the tendency for speakers to repeat the structure of previously experienced sentences, without intention or conscious awareness of such behaviour, and is thought to be associated with implicit learning of syntactic structure. The syntactic structure chosen for this study was the stranded preposition in English relative clauses, a structure which is known to be difficult for L2 learners to acquire, and which is often replaced by a related ungrammatical interlanguage variant: null preposition (null prep). It was hypothesized that, during and just after a structural priming treatment, learners would produce more sentences containing stranded prepositions and fewer null prep sentences than before the treatment. The results revealed that learners indeed produced more stranded prepositions during and after priming than before and we interpret this behaviour as a possible indication of implicit learning of an L2 structure. However, learners did not produce significantly fewer null preps during and after priming than before. We discuss the findings in terms of second language acquisition theory, interlanguage processes, and possible pedagogical implications.
40
Douglas, Dan, and Larry Selinker. "Principles for language tests within the 'discourse domains' theory of interlanguage: research, test construction and interpretation." Language Testing 2, no. 2 (December 1985): 205–26. http://dx.doi.org/10.1177/026553228500200208.
Full text
41
Schwartz, Bonnie D., and Magda Gubala-Ryzak. "Learnability and grammar reorganization in L2A: against negative evidence causing the unlearning of verb movement." Interlanguage studies bulletin (Utrecht) 8, no. 1 (February 1992): 1–38. http://dx.doi.org/10.1177/026765839200800102.
Full textAbstract:
This paper reassesses the role of Negative Evidence (NE) in nonnative language acquisition. We argue that the grammar-building process cannot make use of NE to restructure (Interlanguage) grammars - irrespective of logical need. The empirical basis comes from White's (1991a; 1991b) study of French speakers acquiring English, where the 'Verb Movement' parameter and the particular learnability problem of 'unlearning' thematic Verb- movement were the focus. The L2ers start off assuming the L1 value of [+] Verb-movement, thus incorrectly allowing the order S V Adv O in English, and the issue is whether NE can force a switch to the [-] value, whereby S V Adv O should be excluded. While it is indisputable that the L2ers changed their linguistic behaviour as a direct consequence of their exposure to NE, the conclusion we draw is quite distinct from that of White. Based on both the postinstruction data and an argument grounded in formal learnability theory, we show that an inherent contradiction must be imputed to the Interlanguage 'grammar' to account for the results: in addition to no longer permitting S V Adv O, the L2ers also (incorrectly) disallow S V Adv PP; to exclude the latter, the grammar must have 'un learned' base-generating Adverbs to the right of VP but other data dispute this, i.e., S V O/PP Adv is still allowed. Since natural language grammars cannot contain such inherent contradictions, we conclude that a natural language grammar could not be the source of this L2 behaviour. Our explanation is that the L2ers simply extended the *S V Adv O pattern that they were taught. In sum, there is no evidence that NE caused the L2ers to unlearn Verb-movement and hence NE did not restructure the Interlanguage grammar. Implications of this conclusion are discussed in relation to the issues of learnability and 'UG-accessibility' in L2A.
42
Fauziati, Endang, Hartati Widiastuti, and Hanif Maghfur Darussalam. "Code Switching as Interlanguage Communication Strategy by Indonesian EFL Learners." Ranah: Jurnal Kajian Bahasa 9, no. 2 (December 27, 2020): 301. http://dx.doi.org/10.26499/rnh.v9i2.2950.
Full textAbstract:
This study was aimed at exploring the use of code switching (CS) as interlanguage communication strategy by EFL students when they were communicating in English. Particularly, this study tried to describe the patterns of CS as communication strategy and factors that contributed to the use of the CS as communication strategy by the EFL learners. It was a qualitative research using 30 students of one of Junior High School in Surakarta as research subjects. The data were collected through elicitation technique in which the research subjects were given a task to describe a cartoon. Their utterances were recorded and used as primary data source. Utterances that contained CS were identified and used as primary data. The data were analyzed qualitatively by inductive techniques, using Dornyei and Myers-Scotton analysis frameworks. The research findings were then interpreted based on relevant theory. The results showed that the students used three types of CS, namely tag code switching, intra-sentential code switching and inter-sentential code switching. Three factors identified as the reasons of the use of CS as communication strategy were bilingual, limited mastery of English and as a compensation strategy. It can be concluded that the use of CS by EFL learners is a natural and unavoidable phenomenon since this represents one of the communication strategies to compensate for the EFL learners' limited mastery of the target language they are learning. AbstrakPenelitian ini bertujuan untuk mengeksplorasi penggunaan alih kode sebagai strategi komunikasi bahasa antar pembelajar bahasa Inggris di Indonesia. Secara khusus, penelitian ini bertujuan untuk mendeskripsikan pola alih kode dan faktor yang berkontribusi pada penggunaan alih kode tersebut sebagai strategi komunikasi oleh pembelajar bahasa Inggris. Jenis penelitian ini adalah kualitatif dengan subjek penelitian 30 siswa dari salah satu SMP di Surakarta. Pengumpulan data dilakukan dengan teknik elisitasi, yang dilakukan dengan memberikan tugas kepada subjek penelitian untuk mendeskripsikan sebuah kartun. Ucapan mereka direkam dan digunakan sebagai sumber data primer. Ucapan yang mengandung alih kode diidentifikasi dan digunakan sebagai data primer. Data dianalisis secara kualitatif dengan teknik induktif yang menggunakan kerangka analisis Dornyei & Myers-Scotton. Temuan penelitian kemudian diinterpretasikan berdasarkan teori yang relevan. Hasil penelitian menunjukkan bahwa siswa menggunakan tiga jenis alih kode, yaitu alih kode tag, alih kode intrasentensial, dan alih kode antarsentensial. Tiga faktor yang berkontribusi terhadap penggunaan alih kode tersebut adalah kedwibahasaan, penguasaan bahasa Inggris yang terbatas, dan sebagai strategi kompensasi. Dapat disimpulkan bahwa penggunaan alih kode oleh pembelajar bahasa Inggris merupakan fenomena alami dan tidak dapat dihindari dalam pembelajaran bahasa Inggris sebagai bahasa asing. Hal ini merupakan salah satu strategi komunikasi untuk mengompensasi keterbatasan penguasaan bahasa sasaran.
43
Dewaele, Jean-Marc, and Daniel Véronique. "Gender assignment and gender agreement in advanced French interlanguage: a cross-sectional study." Bilingualism: Language and Cognition 4, no. 3 (December 2001): 275–97. http://dx.doi.org/10.1017/s136672890100044x.
Full textAbstract:
An analysis of 519 gender errors (out of 9,378 modifiers) in the advanced French interlanguage of 27 Dutch L1 speakers confirms earlier findings that gender assignment and/or agreement remain problematic for learners at all levels. A hypothesis derived from Pienemann's Processability Theory (1998a) that accuracy rates would be higher for gender agreement in structures involving no exchange of grammatical information between constituents was not confirmed. The analysis of interindividual and intra-individual variation in gender accuracy rates revealed effects from avoidance and generalisation strategies, from linguistic variables, sociobiographical variables and psycholinguistic variables. We argue that gender errors can originate at the lemma level, at the gender node level, or at the lexeme level. Different psycholinguistic scenarios are presented to account for intra-individual variation in gender assignment and agreement.
44
Foster-Cohen, Susan H. "Making the most of MOGUL: Reflections on interlanguage in childhood language disorders." International Review of Applied Linguistics in Language Teaching 55, no. 4 (November 27, 2017): 349–64. http://dx.doi.org/10.1515/iral-2017-0148.
Full textAbstract:
Abstract Interlanguage is a concept that is manifest in any trajectory of language change in a learner: typical first language, second language or language disorder. To understand those trajectories we need a rich psychological model of what creates them. This paper applies one such model–Sharwood Smith and Truscott’s Modular On-Line Growth and Use of Language model (MOGUL)–to childhood developmental language disorders, and suggests that the model’s components of language processing and their interaction shed significant light on why children with a wide range of different language disorders exhibit the language behaviours that are the characteristic of their diagnoses. Following a brief summary of the MOGUL model, the paper explores the impact on language development of differences in sensori-motor input, in the functioning of the various modules and the interfaces between them, and in the storage and activation of memory. Like Relevance Theory, with which the paper makes a direct connection, MOGUL encourages one to take a view of developmental language disorder as emerging from the same set of psychological resources as typical development (first or second) but as being the result of adjustments to, or compensations for, differences in how the various modules function and connect with each other.
45
Poluzhyn, Ivan. "COMPARATIVE AND CONFRONTATION APPROACH TO THE ANALYSIS OF INTERLANGUAGE PHRASEOLOGICAL CORRELATIONS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 60–63. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-60-63.
Full textAbstract:
The article deals with the fact of late comparative and confrontation studies in the field of phraseology combine in themselves the whole complicated complex of culture and psychology of ethnos, f unique way of its figurative thinking. Therefore the problems of sphere search, points of different language contacts, their phraseological stocks provokes a significant interest of linguists today and envisages the necessity of a detailed description of both universal and individual possibilities of phrase functioning. The article accentuates the indisputable fact a comparative and confrontation method gives every possibility for a profound study of functioning specificity in a concrete language, to add available information by means of comparison and contrastive studies of language units. However, it is noted that at all preferencies of comparative and confrontation methods phraseology studies of nowadays face a number of difficulties which can be explained by the insufficient treatment of theoretical problems of phraseology and the lack of unanimous principles of lexicographic elaboration of phraseological stock of different languages in comparative and confrontation plane. Insufficient phrase semantics study finds its reflection in discrepancies, which occur in the issues of stock, limits and methods of studying comparative and confrontation phraseology from the point of view of lexicographic theory and practice. Till the present day the criteria of defining phraseological units have not yet been finally established, there is also lack of thoughts concerning categorical properties of this language unit. Taking into account aspect, functional and sense correlation between concrete phrasemes of Ukrainian and English enabled to propose the following qualitative types of interlanguage correlations: identity, lexical variability or structural synonymy, hypero-hyponymy, stylistical conclusion is drawn that practically the same qualitative types of semantic correlations are seen within each of the languages under investigation, however, with the difference that instead of direct identity of components and structure an indirect identity of their regular meanings is available and these correlations underlie the possibility of translating into another language.
46
Nurohmah, Hety. "ANALISIS TEKNIK TERJEMAHAN FOLKLOR SUNDA ‘TALAGA WARNA’ (Transformasi Antarbahasa: Bahasa Indonesia – Jepang)." IZUMI 5, no. 2 (March 1, 2017): 10. http://dx.doi.org/10.14710/izumi.5.2.10-16.
Full textAbstract:
[Title: English translation of Sundanesse folklore 'Talaga Warna' (Interlanguage Transformation: Indonesian – Japanese)] This study reviews translated text of Sunda’s folklore entitled ‘Talaga Warna’ that has translated from Indonesian into Japanese. The object of this study was analyzed by using method of translation techniques according to Moentaha’s theory (2016). The results of this study are description of translation techniques that used in translation process of folklore Sunda 'Talaga Warna' . Translation techniques were using replacement techniques words into clauses, replacement of lexical and word classes, addition of conjunctions and adverbs, omission of words and pronouns, compression/solids, and paraphrasing
47
Amaral, Luiz, and Tom Roeper. "Multiple Grammars and Second Language Representation." Second Language Research 30, no. 1 (January 2014): 3–36. http://dx.doi.org/10.1177/0267658313519017.
Full textAbstract:
This paper presents an extension of the Multiple Grammars Theory (Roeper, 1999) to provide a formal mechanism that can serve as a generative-based alternative to current descriptive models of interlanguage. The theory extends historical work by Kroch and Taylor (1997), and has been taken into a computational direction by Yang (2003). The proposal is based on the idea that any human grammar readily accommodates sets of rules in sub-grammars that can seem (apparently) contradictory. We discuss the rationale behind this proposal and establish a dialogue with recent research in SLA, multilingualism, L3 acquisition, and L2 processing. We compare the Multiple Grammars explanation to optionality in L2 to other current proposals, and provide experimental results that can demonstrate the existence of active sub-grammars in the linguistic representation of L2 speakers.
48
Gassin, June. "Interkinesics and interprosodics in second language acquisition." Australian Review of Applied Linguistics 15, no. 1 (January 1, 1992): 95–106. http://dx.doi.org/10.1075/aral.15.1.06gas.
Full textAbstract:
This paper assumes the unified nature of language behaviour including verbal, kinesic and prosodic forms. In the light of this, it proposes that Interlanguage Theory should be expanded to include kinesic and prosodic modes of behaviour. It presents the hypothesis that the acquisition of second language kinesic and prosodic forms takes place in a similar fashion to acquisition of second language verbal forms acquisition is developmental; it is subject to mother tongue interference; it can undergo fossilization. It is further hypothesised that fossilization in kinesic and prosodic forms may have cognitive and emotional implications and may even impede the second language learner in his/her development on the verbal level.
49
Koseska-Toszewa, Violetta. "Wielotomowa gramatyka konfrontatywna języka bułgarskiego i polskiego." Slavia Meridionalis 10 (August 31, 2015): 151–67. http://dx.doi.org/10.11649/sm.2010.012.
Full textAbstract:
Multi-volume Polish-Bulgarian Confrontative GrammarPolish-Bulgarian Confrontative Grammar (GKBP) is the first and so far the only expanded attempt to make the semantic confrontation with the gradually developed interlanguage. GKBP consists of 9 volumes which were published in 12 volumen. It was decided to arrange the description of Polish-Bulgarian confrontative grammar in the direction from the contents to the form. The semantic interlanguage enabled the emergence of two equivalent grammars: the grammar of the modern Bulgarian language and the grammar of the modern Polish language. The analysis of semantic categories, which was applied in GKBP, ensures the coherent confrontative description, irrespective of whether the described languages have grammatical exponent of meanings or not. GKBP falls into the stream of modern theoretical confrontative research based on the logical theory of quantification, on the modern theory of processes titled „Petri nets”, and on the theory of logical predicate-argument structures. Our research removes the exact division into grammatical and lexical levels, thanks to which our research has introduced a lot of new observations of the examined phenomena. Universal semantic linguistic categories such as the time, the modality, the definiteness / the indefiniteness and the semantic case – which are essential for the language description, but have not yet been examined and have not been sufficiently described in the academic grammars of the Polish and Bulgarian languages – have been selected. The sequence of description in this synthesis was established not on the basis of order of developed volumes of GKBP, but on the basis of the generally accepted order of elements of the semantic structure of the sentence. The most external in the semantic structure of the sentence is its modal characteristics. Thereafter, the time, quantifiers and their order in the semantic structure of the sentence as well as the predicate-argument items are placed. Therefore, it is not an abbreviated summary of the issues analyzed in GKBP volumes. It is the description of selected semantic categories organized in accordance with the semantic order of the semantic structure of the Polish and Bulgarian sentences.
50
Hamilton, Robert. "Underdetermined binding of reflexives by adult Japanese-speaking learners of English." Second Language Research 14, no. 3 (July 1998): 292–320. http://dx.doi.org/10.1191/026765898677094899.
Full textAbstract:
In this article I report on an experimental study of the acquisition of English reflexives by adult Japanese-speaking learners of English. I argue that, consonant with a review of previous studies on binding in second language (L2) acquisition, the results of my experiment yield no evidence of an interlanguage grammar that is illicit with respect to Universal Grammar (UG).Moreover, I argue that a particular asymmetry in the nonlocal binding of English reflexives exhibited by the learners in this study is underdetermined with respect to both the L2 English input and learners' L1 Japanese competence in such a way as to suggest that these learners had direct access to Condition A of UG binding theory.