摘要:

A discourse completion questionnaire consisting of 60 situations designed to elicit suggestions in English was administered to 28 native speakers of Chinese or Malay and 12 native speakers of American English. The purpose of the study was to determine what, if any, differences exist between the way adult native speakers and nonnative speakers make suggestions and what implications there may be, if any, for the ESL classroom teacher in helping students develop pragmatic competence. Situations reflected three degrees of embarrassment to addressees who were varied by familiarity and sex.Speakers provided suggestions to about 50% of the situations, natives slightly more frequently than did nonnatives; however, nonnatives were slightly more direct in their responses than were natives. All subjects provided suggestions more frequently in urgent situations and less frequently in embarrassing situations. Simple statements of fact were the most common and neutral type of suggestions made by all speakers.Although suggestions made by native and nonnative speakers were basically similar in directness and frequency, they differed in the number and type of politeness strategies used. Examples of successful strategies used by native speakers, which could be taught to ESL students using a functional approach, as well as some of the pragmatically less successful strategies used by nonnative speakers are discussed.

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00416.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

The present feasibility study explored the use of visual information for training vowel production in a foreign language (L2). An optoelectronic glossometer was used to measure tongue‐palate distances at four locations along the hard palate and to provide visual feedback specifying tongue targets for English /i,I,æ/ and /α/. Evaluations performed during 10 days prior to training showed that the native Spanish subject examined consistently neutralized the tongue position difference between English /i/‐/I/ and /æ/‐/α/. The same thing occurred when she attempted to imitate vowels spoken by an English native speaker. Physiological, acoustic, and perceptual tests showed that the subject produced a difference between /i/‐/I/ after only ten minutes of visual articulatory modeling and shaping. A similar improvement was not noted for /æ/‐/α/, perhaps because the difference in pharyngeal width that distinguishes these vowels could not be shown directly using the glossometer. Additional work will be needed to determine whether the /i/‐/I/ change was due to the visual feedback and whether greater—and sustained—changes in vowel production can be effected using visual feedback if more tra

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00417.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This paper integrates the research concerns of two language‐learning populations, adults acquiring a second language and children learning to correct functional (nonorganic) speech sound errors. Phonology was specifically examined with regard to four areas of mutual concern and benefit: (a) characterization of the sound system, (b) selection of aspects of the target sound system to be taught, (c) projection of learning during instruction, and (d) application of research findings to classroom and clinic. This comparative research indicated that basic theoretical and pedagogical aims overlap for both populations. Also, research on both populations has resulted in similar findings about language, learning, and instruction. Moreover, the study of each population has shown certain advances that may contribute to, and shape the direction of, language learning research for the other population. Integrated research efforts of this type have potential for isolating properties that are necessary and specific to language from those that are unique to acquisition, and further, for differentiating these universal properties from those that are specific to given language‐learning populati

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00418.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

The present article describes a study of second‐language (ESL and FSL) acquisition in which Anglophone and Francophone university students tookIntroduction to Psychology / Introduction à la psychologiein their second language in a special, sheltered class taught by regular psychology professors. The questions serving as a basis for this study are: (1) Did the experimental subjects successfully master the psychology subject matter? (2) Were there measurable improvements in the second‐language proficiency of the experimental subjects? (3) Did the self‐confidence of the experimental subjects increase as reflected in their self‐reported gains in proficiency, second‐language use anxiety and intention to use the second language outside the classroom? Results provide an affirmative answer to the first two questions. In addition, comparison with control groups in language and psychology suggest that sheltered classes are at least as effective as traditional psychology and language classes, and sometimes even better. Results did not provide a definitive answer to the third question although experimental subjects consistently perceived improvements in their second‐language skills and those in the FSL study showed a decrease in French

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1988.tb00419.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY