DOCSLIB.ORG

“All at Once” – Language Choice and Codeswitching by Turkish-Dutch Teenagers

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
“All at Once” – Language Choice and Codeswitching by Turkish-Dutch Teenagers Tilburg University "All at once" Eversteijn, N. Publication date: 2011 Link to publication in Tilburg University Research Portal Citation for published version (APA): Eversteijn, N. (2011). "All at once": Language choice and codeswitching by Turkish-Dutch teenagers. Universiteit van Tilburg. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 29. sep. 2021 “All at once” LANGUAGE CHOICE AND CODESWITCHING BY TURKISH -DUTCH TEENAGERS ” “All at once” LANGUAGE CHOICE AND CODESWITCHING BY TURKISH -DUTCH TEENAGERS ” P R O E F S C H R I F T ter verkrijging van de graad van doctor aan de Universiteit van Tilburg, op gezag van de rector magnificus, prof. dr. Ph. Eijlander, in het openbaar te verdedigen ten overstaan van een door het college voor promoties aangewezen commissie in de aula van de Universiteit op vrijdag 14 januari 2011 om 10.15 uur door Nadja Irmgard Maria Eversteijn - Kluijtmans geboren op 8 januari 1973 te Eindhoven Promotor : prof. dr. A.J.A.G. Extra Copromotor: dr. A.M. Backus Promotiecommissie : prof. dr. J.M.E. Blommaert prof. dr. S. Mahootian prof. dr. P. Muysken dr. J. Aarssen dr. M. Dorleijn ISBN 978-94-6167-006-9 © Nadia Eversteijn, 2011. All rights reserved. Voor mijn ouders Table of contents Preface xi Acknowledgements xiii 1 Language choice in the Turkish-Dutch community 1 1.1 The Turkish community in the Netherlands 1 1.2 The TCULT program 4 1.3 Outline of the study 4 2 Language choice and codeswitching 7 2.1 Terminology in the field of language choice and codeswitching 7 2.1.1 Language choice and codeswitching 8 2.1.2 Insertion and alternation 10 2.1.3 Matrix Language and Embedded Language 12 2.1.4 Code and switching 13 2.1.5 Determinants and functions of codeswitching 22 2.2 Methodology in the field of language choice and codeswitching 26 3 The survey: informants, design and instruments 35 3.1 Informants 35 3.2 Research design 36 3.3 Instruments 43 3.3.1 Pilot studies 44 3.3.2 Questionnaire on background characteristics and attitudes 45 3.3.3 Questionnaire on language choice 45 3.3.4 The languages tests 53 3.3.5 Observation protocol 62 viii “All at once” – Language choice and codeswitching by Turkish-Dutch teenagers 4 Survey results: informant characteristics 65 4.1 Background information on the survey informants 65 4.1.1 Socio-biographical characteristics 65 4.1.2 Cultural orientation 70 4.1.3 Direct contacts with Turkey 73 4.1.4 Social networks 74 4.2 Language dominance 78 4.2.1 Direct self-report on language dominance and language proficiency 79 4.2.2 Indirect self-reports on language dominance 81 4.2.3 Bilingual word definition task 84 4.2.4 Discussion of the language dominance measures and correlations between them 88 4.3 Language attitudes 93 5 Survey results: reported language choice 99 5.1 Language choice related to interlocutors 99 5.1.1 Language choice with relatives 99 5.1.2 Language choice with friends 106 5.1.3 Language choice with neighbours 108 5.1.4 Language choice with Turkish interlocutors in general 108 5.2 Motivations for language choice and codeswitching behaviour 113 5.2.1 Directive factors 118 5.2.1.1 Inclusion 118 5.2.1.2 Exclusion 120 5.2.1.3 Respect/social distance 123 5.2.1.4 History of linguistic interaction with interlocutor 124 5.2.1.5 Exploring the interlocutor’s language skills, dominance and preference 124 5.2.1.6 Concluding remarks on directive factors 125 5.2.2 Referential factors 125 5.2.2.1 Appropriateness 127 5.2.2.2 Lexical reasons 128 5.2.2.3 Intertextuality 131 5.2.2.4 Concluding remarks on referential factors 131 5.2.3 Expressive factors 132 5.2.3.1 Expressing identity 132 5.2.3.2 Expressing emotion 133 Table of contents ix 5.2.3.3 Shift to ‘serious mode’ 133 5.2.3.4 Joking 133 5.2.4 Phatic factors 133 5.2.4.1 Quotation 134 5.2.4.2 Clarification 134 5.2.4.3 Personalizing 134 5.2.4.4 Mitigating/softening 135 5.2.4.5 Strengthening/emphasizing 135 5.2.4.6 Dispreferred/rebelling response (refusal) 136 5.2.4.7 Negotiating 136 5.2.4.8 Swearing/calling names 136 5.2.4.9 Requesting/nagging 136 5.2.4.10 Instructing 137 5.2.4.11 Greeting/opening conversation 137 5.2.4.12 Criticizing/reprimanding 137 5.2.4.13 Concluding remarks on phatic factors 138 5.2.5 Metalinguistic factors 138 5.2.5.1 Talking about the languages involved 138 5.2.5.2 Practice 139 5.2.5.3 Avoidance 139 5.2.5.4 Showing off one’s own language skills 140 5.2.5.5 Authority dictates the language to be spoken 141 5.2.5.6 Speaking a previously activated language 141 5.2.5.7 Concluding remarks on metalinguistic factors 142 5.2.6 Poetic factors 142 5.3 Reflection on reported factors 142 6 Discussion of the survey results 145 6.1 Earlier work: The Mannheim Research 145 6.2 Profiling the informants 147 6.2.1 Personal and sociological characteristics 148 6.2.2 Orientation to Turkish and Dutch culture 151 6.2.3 Contacts with Turkey 153 6.2.4 Social network constitution 155 6.2.5 Predicting language choice 156 6.3 Discussion of the correlational analysis 158 x “All at once” – Language choice and codeswitching by Turkish-Dutch teenagers 7 Design of the case study 169 7.1 Informants 169 7.2 Data collection and transcription 172 7.3 Data coding and anaysis 177 7.3.1 The coding system 177 7.3.2 Decision problems in coding 192 7.3.3 The role of discourse markers 201 7.3.4 Automatic quantitative analyis 205 8 Exploration of the case study data 209 8.1 The pattern of language choice per conversation 209 8.2 Pragmatic functions in a densely codeswitched conversation 225 8.2.1 Characterization of the conversation 225 8.2.2 Number of switches 228 8.2.3 Codeswitching in relation to pragmatic functions 235 9 Pragmatic functions and (non-)switching 257 9.1 Directive functions 258 9.2 Referential and expressive functions 264 9.3 Phatic functions 277 9.3.1 Mitigating and strengthening 277 9.3.2 Self-reports on mitigating and strengthening 281 9.3.3 Once more: directive functions 291 10 Discussion: building the stairway from language choice to codeswitching 295 10.1 Directive functions 296 10.2 Methodological issues 297 10.3 The survey 298 10.4 The case study 303 10.5 The steps of the stairs 306 10.6 Implications for future research 307 Summary in Dutch 311 References 321 Appendices 337 Preface This book is about poetry. At least, that is how the speech of young multilinguals sounds to me: as an art form. It is certainly not the way they perceive their frequent intertwining of language varieties themselves. At the start of the interviews with the teenagers who figure as informants in this study, I had to assure them that switching varieties is an intriguing phenomenon, which even has a scientific name; not something to apologize for. Heaving heard this, they were willing to open their world for me, a world in which they juggle aspects of two languages and cultures. Explicitly thinking about this world was a voyage of discovery, for them as much as for me. Thinking out loud, they guided me past many important persons and places in their lives, but fell silent when I asked them one particular question: how do you speak among bilingual peers? Then they stared off into the distance, shrugged their shoulders, and paused, until politeness forced them to provide an answer: “We praten gewoon door elkaar.” Which is an answer of untranslatable beauty. In the first place because of the unstressed adverb gewoon , which means something like ‘ordinary’, ‘just’ and ‘normally’, but all at the same time. (I have always wondered how English speaking communities have survived for ages without having at their disposal these little adverbs we have in Dutch, such as toch, wel, juist and hoor , but that is beside the point here.) I pointed out above why I consider this gewoon language behaviour as something extraordinary, in spite of its frequent occurrence all over the world. A second reason why it is beautiful is that door elkaar praten (literally meaning: ‘talking through each other’), which they used to indicate that their speech was mixed, has a more common, idiomatic meaning as well: not waiting for one’s speech turn. When I was at pains to translate we praten gewoon door elkaar in a satisfying way, I bumped into an English expression that denotes this latter, idiomatic meaning: ‘talking all at once’.
Load more

Recommended publications
  • Downloaded for Free
    Salem State University From the SelectedWorks of Sovicheth Boun March 24, 2014 A Critical Examination Of Language Ideologies And Identities Of Cambodian Foreign-Trained University Lecturers Of English Sovicheth Boun Available at: https://works.bepress.com/sovicheth-boun/2/ Table of Contents General Conference Information ....................................................................................................................................................................... 3-­‐13 Welcome Messages from the President and the Conference Chair ........................................................................................................................ 3 Conference Program Committee .......................................................................................................................................................................................... 4 Registration Information, Exhibit Hall Coffee Hours, Breaks, Internet Access, Conference Evaluation ................................................ 4 Strand Coordinators and Abstract Readers .................................................................................................................................................................. 5-­‐6 Student Volunteers, Individual Sessions and Roundtable Sessions Instructions ............................................................................................ 7 Conference Sponsors .............................................................................................................................................................................................................
    [Show full text]
  • Chapter 4 the Mental Lexicon of Multilingual Adult Learners of Italian L3: a Study of Word Association Behavior and Cross-Lingual Semantic Priming
    Chapter 4 The mental lexicon of multilingual adult learners of Italian L3: A study of word association behavior and cross-lingual semantic priming Anna Gudmundson Stockholm University This study, a partial replication of the study conducted by Fitzpatrick & Izura (2011) on bilingual speakers, investigates the structure and processing of the mental lex- icon of multilingual speakers of first language (L1) Swedish, second language (L2) English and third language (L3) Italian in order of acquisition. By way of word association tasks in all three languages, the effect of language status (L1, L2, L3) and association category (i.e., the different kinds of word association responses) on reaction time (RT) and association distribution (i.e., proportion of associations in different association categories) is measured. Results show a significant effect of language status on association distribution and on RT. The present study also investigates the effect of long-term cross-lingual semantic priming and lexical me- diation between L3 and L2 in a lexical decision task (LDT), i.e. if the activation of L3 conceptual information is mediated by the corresponding word form in the L2. The primes in this study are English words whose Italian translation equiva- lents were present in the prior L3 Italian word association task. The translation equivalents obtained shorter RTs compared to control words, which indicates that L2 English words were activated during the L3 Italian word association task. The kind of cross-lingual priming found in the multilinguals investigated in this study would imply that, besides the L1, also an L2 could mediate in lexical processing, and that the L1 does not have a privileged status in that respect.
    [Show full text]
  • Proceedings of the Workshop on Computational Linguistics for Linguistic Complexity, Pages 1–11, Osaka, Japan, December 11-17 2016
    CL4LC 2016 Computational Linguistics for Linguistic Complexity Proceedings of the Workshop December 11, 2016 Osaka, Japan Copyright of each paper stays with the respective authors (or their employers). ISBN 978-4-87974-709-9 ii Preface Welcome to the first edition of the “Computational Linguistics for Linguistic Complexity” workshop (CL4LC)! CL4LC aims at investigating “processing” aspects of linguistic complexity with the objective of promoting a common reflection on approaches for the detection, evaluation and modelling of linguistic complexity. What has motivated such a focus on linguistic complexity? Although the topic of linguistic complexity has attracted researchers for quite some time, this concept is still poorly defined and often used with different meanings. Linguistic complexity indeed is inherently a multidimensional concept that must be approached from various perspectives, ranging from natural language processing (NLP), second language acquisition (SLA), psycholinguistics and cognitive science, as well as contrastive linguistics. In 2015, a one-day workshop dedicated to the question of Measuring Linguistic Complexity was organized at the catholic University of Louvain (UCL) with the aim of identifying convergent approaches in diverse fields addressing linguistic complexity from their specific viewpoint. Not only did the workshop turn out to be a great success, but it strikingly pointed out that more in–depth thought is required in order to investigate how research on linguistic complexity and its processing aspects could actually benefit from the sharing of definitions, methodologies and techniques developed from different perspectives. CL4LC stems from these reflections and would like to go a step further towards a more multifaceted view of linguistic complexity. In particular, the workshop would like to investigate processing aspects of linguistic complexity both from a machine point of view and from the perspective of the human subject in order to pinpoint possible differences and commonalities.
    [Show full text]
  • The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: a Longitudinal Study
    languages Article The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: A Longitudinal Study M. Luz Celaya Department of Modern Languages and Literatures and English Studies, University of Barcelona, 08007 Barcelona, Spain; [email protected] Received: 21 March 2019; Accepted: 18 June 2019; Published: 19 June 2019 Abstract: The present longitudinal study analyses the emergence and development of syntactic patterns in English as a Foreign Language (EFL) written production. Data were elicited by means of a paper and pencil task from sixteen school learners at three different times over a time span of 6 years. Studies in the area of Second Language Writing (SLW) have mainly focused on English as a second language and very few longitudinal studies have been carried out with low proficiency learners in a school context. To further contribute to the field, we have tried out a new measure of analysis, namely, the production of syntactic patterns. The results show that most learners produce both a wider variety and a higher number of patterns from one time to another, although statistically significant differences vary across patterns in relation to the times of data collection; secondly, it was found that the behaviour of two of the learners differed from that of the rest of the participants. It is concluded that in an instructional setting, the development of syntactic patterns in EFL writing as proficiency increases does not always show progression towards complexity and that it may be learner dependent. Keywords: English as a foreign language; individual variation; syntactic patterns; Second Language Writing 1.
    [Show full text]
  • Second Language Word Association: Processes, Methodologies, and Models
    Second Language Word Association: Processes, Methodologies, and Models John Paul Racine A thesis submitted to Cardiff University in fulfilment of the degree of Doctor of Philosophy 2018 DECLARATION This work has not been submitted in substance for any other degree or award at this or any other university or place of learning, nor is being submitted concurrently in candidature for any degree or other award. Signed …………………………………………………… Date: September 28, 2018 STATEMENT 1 This thesis is being submitted in partial fulfillment of the requirements for the degree of Ph.D. Signed ………………………………………….………… Date: September 28, 2018 STATEMENT 2 This thesis is the result of my own independent work/investigation, except where otherwise stated, and the thesis has not been edited by a third party beyond what is permitted by Cardiff University’s Policy on the Use of Third Party Editors by Research Degree Students. Other sources are acknowledged by explicit references. The views expressed are my own. Signed ……………………………………….……….…… Date: September 28, 2018 STATEMENT 3 I hereby give consent for my thesis, if accepted, to be available online in the University’s Open Access repository and for inter-library loan, and for the title and summary to be made available to outside organisations. Signed ……………………………………………..…..….. Date: September 28, 2018 For Moka May you dream big and always believe in yourself Acknowledgements I wish to express my deepest thanks to my supervisors, Professors Alison Wray and Tess Fitzpatrick, and Dr. Michelle Aldridge-Waddon. Without their wisdom and guidance, this dissertation would not have been possible. My research has also benefitted greatly from discussions with many other distinguished academics over the years.
    [Show full text]
  • Theory and Practice in Language Studies
    Theory and Practice in Language Studies ISSN 1799-2591 Volume 1, Number 7, July 2011 Contents REGULAR PAPERS On the Relationship between Writing Proficiency and Instrumental/Integrative Motivation among 747 Iranian IELTS Candidates Ismaeil Fazel and Alireza Ahmadi Selecting an English Coursebook: Theory and Practice 758 Iakovos Tsiplakides A Comparison of Two Different Types of Vocabulary Treatment: Inclusion or Exclusion of L1? 765 Sasan Baleghizadeh and Ali Mirzaei An Empirical Study of English Pragmatic Failure of Chinese Non-English Majors 771 Haigang Li The Reading Strategies Awareness among English as a Second Language (ESL) Learners in 778 Malaysia’s University Nurazila Abdul Aziz, Suzana Ab Rahim, Etty Harniza Binti Harun, Nor Aslah Adzmi, Hasfazilah Ahmat, Samsiah Bidin, and Mohd Rizaimy Shaharudin A Lesson Model for Enhancing Motivation in EFL Writing Classes 785 Selma Deneme Improving L2 Writing Ability in the Light of Critical Thinking 789 Mostafa Morady Moghaddam and Shirin Malekzadeh On Graded English Teaching Models—A Case Study of Tianjin University of Technology 798 Mo Li Analyzing the Unreliable Narrator: Repetition and Subjectivity in Raymond Carver's "What Do You 802 Do in San Francisco?" Huda Al-Mansoob Deixis Category as Favorable Syllabus Materials —A Critical Study in Sudan Practical Integrated 811 National English Mustafa Shazali Mustafa Ahmed Verb Structures and Their Phonetics Comparative Study in Sabzevarian Dialect and Persian Language 821 Anita Aldaghi Summing up the Sentences in Active Voice without Passive
    [Show full text]
  • Chinese Efl Learner's Acquisition And
    37 “COMFORTABLE FOSSILIZATION” CHINESE EFL LEARNER’S ACQUISITION AND USE OF FORMULAIC SEQUENCES IN L2 WRITING Zhisheng Wen Macao Polytechnic Institute, MACAU RESUMO: O objetivo do presente estudo foi investigar o conhecimento e uso de sequências formulaicas na produção de textos em L2 por chineses aprendizes de inglês como língua estrangeira. A partir das definições de Alison Wray (Wray, 2000, p. 465), sequências formulaicas foram operacionalizadas como "expressões idiomáticas, colocações e enquadres sentenciais (incluindo conectivos)". Amostras autênticas produzidas por 16 aprendizes de nível avançado em inglês como L2 foram coletadas e analisadas com o objetivo de avaliar o conhecimento e uso de sequências formulaicas. Os resultados mostram que o conhecimento e uso de sequências formulaicas na escrita destes alunos foram fortemente afetados pela língua materna. Argumentamos que a dependência a sequências formulaicas incorretas, por parte do aprendiz, pode levar ao que Foster e Skehan (2001) chamam de "fossilização confortável". Discutimos também as implicações do presente estudo para o ensino da produção textual em inglês como língua estrangeira. Palavras-chave: sequências formulaicas; agrupamentos lexicais; enquadres sentenciais; transferência da L1; fossilização confortável; escrita em L2. ABSTRACT: The present study set out to investigate the knowledge and use of formulaic sequences in Chinese EFL learner‟s L2 writing. Adopting Alison Wray‟s definition (Wray, 2000, p.465), formulaic sequence was operationalized as “idioms, collocations and sentence frames (including connectives)”. Authentic samples written by 16 advanced EFL writers in China were collected and analyzed with a view to probing into their knowledge and use of formulaic sequences. The results indicated that a strong influence of these EFL learners‟ native language (L1) affected their knowledge and use of formulaic sequences in L2 writing.
    [Show full text]
  • Formulaic Sequences for Improving Oral Fluency by Kristopher Oberg A
    Formulaic Sequences for Improving Oral Fluency By Kristopher Oberg A Master’s Paper Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching English to Speakers of Other Languages (TESOL) ________________________________ Vladimir Pavlov ________________________________ Date University of Wisconsin-River Falls 2013 ABSTRACT In the English as a second language (ESL) and English as a foreign language (EFL) classroom, the focus is often on teaching reading, writing and grammar skills while little time is spent teaching speaking skills. This becomes a problem when students need to use English to speak. Many adult nonnative English language learners studying abroad in English speaking countries need an extended time immersed in the language before they are comfortable or even able to communicate with the spoken word effectively. This is not desired by the language learners, and it is not necessary to send these language learners out into the world ill equipped. Oral fluency can be taught and the indivisible multiword language chunks, known as formulaic sequences, are one way to accomplish this goal. This paper addresses this issue by first defining what fluency is and then by identifying, defining and applying teachable communication features to improve oral fluency. The body of this paper compiles the research of many scholars in the fields of oral fluency, formulaic sequences and speech communities. Each one of these fields helps to identify and explain effective approaches and tools for improving English language learners’ oral fluency. Combining how oral fluency is understood, what oral communication consists of and where oral communication takes place leads to a greater understanding of how to teach speaking skills.
    [Show full text]
  • Critical Reading and Writing for Postgraduates
    Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Critical Reading and Writing for Postgraduates for and Writing Reading Critical Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition Second Edition ‘This book confirms that the answers that you get depend on the questions that you ask… Second Edition Second Edition Second Edition Second Wallace and Wray demonstrate that critical engagement with one’s sources pays dividends Edition Second Edition Second Edition Second Edition in terms of a deep understanding of what those sources tell us. Developing the skills of the Second Edition Second Edition Second Edition Second critical reader helps to make budding researchers into better writers, through the realisation Edition Second Edition Second Edition Second Edition of what works better and what works less well when communicating ideas and information. The book is written in a clear and straightforward fashion that is guaranteed to make you think, as well as encouraging constructive and engaging modes of writing that will improve Critical Reading your connection to your audience.’ Professor Graham Crow, University of Southampton and Writing for Praise for first edition: ‘A very clear, accessible introduction that will be invaluable to postgraduate students trying to engage with reading and writing in a critical way.’ Postgraduates R.M.
    [Show full text]
  • An Exploratory Study of the Nature of Proficiency in Adult L2 Scottish Gaelic
    Carty, Nicola (2015) Slighean gu fileantas: an exploratory study of the nature of proficiency in adult L2 Scottish Gaelic. PhD thesis. http://theses.gla.ac.uk/6376/ Copyright and moral rights for this thesis are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Glasgow Theses Service http://theses.gla.ac.uk/ [email protected] Slighean gu fileantas: An exploratory study of the nature of proficiency in adult L2 Scottish Gaelic Nicola Carty BA (Hons.), MA Submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy April 2015 School of Humanities / Sgoil nan Daonnachdan College of Arts University of Glasgow © Nicola Carty 2015 Abstract This thesis explores the measurement of adult second language (L2) oral proficiency in Scottish Gaelic (henceforth Gaelic). Gaelic is a minority language in Scotland, and is currently the object of a major effort to reverse language shift. Adult L2 users of Gaelic have been identified as key agents in this effort, but some weaknesses in adult Gaelic language-in-education policy are making it difficult for adult L2 users to fulfil this role. One such weakness is the absence of an empirically-derived means of assessing proficiency in Gaelic, through which adult L2 users and their teachers can assess their progress.
    [Show full text]
  • Survey Article Formulaic Language in Learners and Native Speakers Alison Wray Centre for Language & Communication Research, Cardiff University, UK
    Survey article Formulaic language in learners and native speakers Alison Wray Centre for Language & Communication Research, Cardiff University, UK 1. Introduction because prefabricated word sequences feature in the Formulaic language is of interest to researchers of very first output of learners, they must be easy to both native and second language because it appears learn (see section 5). This also turns out not to be to be the key to idiomatidty. As will become clear, true. Pawley & Syder (1983) point out that formulaic language is also the final, and most difficult, stum- native-like idiomaticity, where a speech community bling block for otherwise advanced non-native has a 'preferred way' of saying something, seems to speakers, and research indicates that some formulaic indicate that certain word-strings are prioritised dur- language is not appropriately processed in the first ing processing, and hence are likely to be selected as language until late teenage (see section 4). the default expression of a given idea, even though other grammatically acceptable ways are also possi- ble. For example, Pawley & Syder (1983) contrast the 1.1 Orientation idiomatic I want to marry you with the less idiomatic Making sense of the bigger picture requires an but equally grammatical I wish to be wedded to you, I understanding of what motivates us to use formulaic desire you to become married to me, My becoming yourlanguage and, to this end, I shall review accounts of it spouse is what I want, and so on (p. 196). in the literature on adult native speakers (section 2), Formulaic language is a puzzling phenomenon - aphasics (section 3), child first language (LI) learners much more puzzling than might be assumed at first (section 4) and both child and adult second language glance.
    [Show full text]
  • EN2051 Language Acquisition | University of Winchester
    09/28/21 EN2051 Language Acquisition | University of Winchester EN2051 Language Acquisition View Online Aitchison, Jean. 1997. The Language Web: The Power and Problem of Words. Vol. The BBC Reith Lectures. Cambridge: Cambridge University Press. Ambridge, Ben, and Lieven, Elena V. M. 2011. Child Language Acquisition: Contrasting Theoretical Approaches. Cambridge: Cambridge University Press. American Association for Applied Linguistics, and British Association for Applied Linguistics. n.d. ‘Applied linguIstics.’ http://applij.oxfordjournals.org/content/by/year. ‘Annual Review of Applied Linguistics.’ n.d. http://journals.cambridge.org/action/displayJournal?jid=APL. ‘Aphasiology.’ n.d. http://www.tandfonline.com/loi/paph20#.VMuXPNLbK1s. ‘Applied Psycholinguistics.’ n.d. http://journals.cambridge.org/action/displayJournal?jid=APS. August, Diane, and Shanahan, Timothy. 2006. Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language Minority Children and Youth. London: L. Erlbaum. Baghban, Marcia. 1984. Our Daughter Learns to Read and Write: A Case Study from Birth to Three. Newark, Del: International Reading Association. Barr, Mary, D’Arcy, Pat, and Healy, Mary K. 1982. What’s Going on?: Language/learning Episodes in British and American Classrooms, Grades 4-13. Montclair, N.J.: Boynton/Cook. Bavin, Edith Laura. 2009. The Cambridge Handbook of Child Language. Cambridge: Cambridge University Press. Beckner, Clay, Richard Blythe, Joan Bybee, Morten H. Christiansen, William Croft, Nick C. Ellis, John Holland, Jinyun Ke, Diane Larsen-Freeman, and Tom Schoenemann. 2009. ‘Language Is a Complex Adaptive System: Position Paper.’ Language Learning 59 (December): 1–26. https://doi.org/10.1111/j.1467-9922.2009.00533.x. Behme, Christina, and S. Hélène Deacon.
    [Show full text]