摘要:

This paper examines the notion of status in institutional discourse and identifiescongruenceas a factor in determining the success of native speaker (NS) and nonnative speaker (NNS) interactions in that context. Thirty‐two academic advising sessions between faculty advisors and both native and highly proficient nonnative graduate students were examined. Whereas both NSs and NNSs show variable success in negotiating noncongruent (status‐challenging) speech acts such as suggestions, NNSs are generally less successful because of the absence of status‐preserving strategies that minimize the force of noncongruent speech acts. These strategies allow students to take out‐of‐status turns without jeopardizing their relationship with their advisors. Because of the advanced level of the NNSs, lack of success is not attributable to lack oflinguisticcompetence but to lack of context‐specificpragmaticcompetence involving the use, kind, and number of status‐preserving strategies as well as the content and form appropriate for noncongruen

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1990.tb00603.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

This study investigated phonological recoding in reading by highly skilled English and French bilinguals. Bilinguals with approximately equal reading rates in their first (L1) and second (L2) languages and bilinguals with significantly slower rates in L2 than in L1 participated in lexical decision and sentence verification tasks in each language with stimuli designed to assess sensitivity to the phonological properties of words. The results suggested that: (1) in general, slow L2 readers were not more dependent upon phonological recoding than were fast L2 readers; (2) for slow readers, L2 presented a heavier processing load in working memory than it did for fast readers; and (3) there exist different phonological effects specific to English and French.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1990.tb00604.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

Extending the research done on the effects of different types of task and different participant arrangements used to foster negotiated interaction among L2 learners, we developed a task that presents specific referential conflicts and analyzed the solutions adopted within two different pairings of learners. Pairs in which the higher proficiency member had the dominant role engaged in little interactive cooperation and in some cases changed the task rather than negotiate a solution. Pairs in which the higher proficiency member had the nondominant role engaged in substantial negotiation work, sought each other's perspective and generally shared much more in the interactive turn‐taking and the successful resolution of referential conflict

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1990.tb00605.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

摘要:

This paper is concerned with how advanced L2 learners of English interpret reflexive anaphors such ashimselfand pronominals such ashimin sentences such asJohn said Peter helps himselfandJohn said Peter helps him.Parameterized Binding Theory claims that the settings for the governing category parameter dictate whether particular anaphors or pronominals are bound to other noun phrases; the five possible settings are related in opposite hierarchies of inclusiveness for anaphors and pronominals according to the Subset Principle. An experiment is described that tested the interpretation ofhimselfandhimacross five sentence types by 14 native speakers and 47 advanced L2 learners of English from three different language backgrounds—Japanese, Romance, and Norwegian. A computer‐controlled comprehension task gave the subjects 40 sentences, for each of which they had to decide whetherhimorhimselfreferred toJohn or Peterby pressing the appropriate key. The results showed (1) anaphors were slightly more difficult than were pronominals overall, (2) pronominals were not treated as anaphors, (3) a consistent order of difficulty was found for the five sentence types, with certain exceptions, (4) common orders of difficulty and of response time occurred in all groups regardless of first language, again with exceptions, and (5) on one view the Subset Principle was positively related to difficulty for anaphors, negatively for pronominals. The discussion concerns the validity of comprehension tests as evidence for the Universal Grammar model. It is suggested that the results show that parameter settings are related to performance as well as to grammatical compete

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1990.tb00606.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1990.tb00607.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1990.tb00608.x

出版商:Blackwell Publishing Ltd    

年代:1990

数据来源: WILEY