The Cambridge Handbook of Linguistic Multi-Competence Edited by Vivian Cook and Li Wei Frontmatter More Information

Cambridge University Press 978-1-107-05921-4 - The Cambridge Handbook of Linguistic Multi-competence Edited by Vivian Cook and Li Wei Frontmatter More information

The Cambridge Handbook of Linguistic Multi-competence

How are two or more languages learned and contained in the same mind or the same community? This handbook presents an up-to-date view of the concept of multi-competence, exploring the research questions it has generated and the methods that have been used to investigate it. The book brings together psychologists, sociolinguists, Second Language Acquisition (SLA) researchers, and language teachers from across the world to look at how multi-competence relates to their own areas of study. This comprehensive, state-of-the-art exploration of multi-competence research and ideas offers a powerful critique of the values and methods of classical SLA research, and an exciting preview of the future implications of multi-competence for research and thinking about language. It is an essential reference for all those concerned with language learning, language use and language teaching.

VIVIAN COOK is Emeritus Professor of Applied Linguistics at Newcastle University and Visiting Professor at the University of York. He previously taught Applied Linguistics at Essex University, and EFL and Linguistics in London.

LI WEI is Chair of Applied Linguistics and Director of the UCL Centre for Applied Linguistics, at UCL Institute of Education, University College London. He has previously worked at Birkbeck College, University of London, Newcastle University, and Beijing Normal University.

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cambridge handbooks in language and linguistics

Genuinely broad in scope, each handbook in this series provides a complete state-of-the-field overview of a major sub-discipline within language study and research. Grouped into broad thematic areas, the chapters in each volume encompass the most important issues and topics within each subject, offering a coherent picture of the latest theories and findings. Together, the volumes will build into an integrated overview of thedisciplineinitsentirety.

Published titles The Cambridge Handbook of Phonology, edited by Paul de Lacy The Cambridge Handbook of Linguistic Code-switching, edited by Barbara E. Bullock and Almeida Jacqueline Toribio The Cambridge Handbook of Child Language, Second Edition, edited by Edith L. Bavin and Letitia Naigles The Cambridge Handbook of Endangered Languages, edited by Peter K. Austin and Julia Sallabank The Cambridge Handbook of Sociolinguistics, edited by Rajend Mesthrie The Cambridge Handbook of Pragmatics, edited by Keith Allan and Kasia M. Jaszczolt The Cambridge Handbook of Language Policy, edited by Bernard Spolsky The Cambridge Handbook of Second Language Acquisition, edited by Julia Herschensohn and Martha Young-Scholten The Cambridge Handbook of Biolinguistics, edited by Cedric Boeckx and Kleanthes K. Grohmann The Cambridge Handbook of Generative Syntax, edited by Marcel den Dikken The Cambridge Handbook of Communication Disorders,editedbyLouise Cummings The Cambridge Handbook of Stylistics, edited by Peter Stockwell and Sara Whiteley The Cambridge Handbook of Linguistic Anthropology, edited by N.J. Enfield, Paul Kockelman and Jack Sidnell The Cambridge Handbook of English Corpus Linguistics, edited by Douglas Biber and Randi Reppen The Cambridge Handbook of Bilingual Processing, edited by John W. Schwieter The Cambridge Handbook of Learner Corpus Research, edited by Sylviane Granger, Gae¨tanelle Gilquin and Fanny Meunier The Cambridge Handbook of English Historical Linguistics, edited by Merja Kyto¨ and Pa¨ivi Pahta The Cambridge Handbook of Linguistic Multicompetence, edited by Li Wei and Vivian Cook

Forthcoming The Cambridge Handbook of Formal Semantics, edited by Maria Aloni and Paul Dekker The Cambridge Handbook of Linguistic Typology, edited by Alexandra Aikhenvald and R. M. W. Dixon The Cambridge Handbook of Morphology, edited by Andrew Hippisley and Greg Stump

The Cambridge Handbook of Linguistic Multi-competence

Edited by Vivian Cook and Li Wei

University Printing House, Cambridge CB2 8BS, United Kingdom

Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence.

www.cambridge.org Information on this title: www.cambridge.org/9781107059214 © Cambridge University Press 2016 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2016 Printed in the United Kingdom by Clays, St Ives plc A catalogue record for this publication is available from the British Library Library of Congress Cataloguing in Publication data Cook, Vivian, 1940– editor. | Li, Wei, 1961 August 11– editor. The Cambridge handbook of linguistic multi-competence / edited by Vivian Cook and Li Wei. Handbook of linguistic multi-competence Cambridge ; New York: Cambridge University Press, [2016] | Series: Cambridge Handbooks in Language and Linguistics LCCN 2015041119 | ISBN 9781107059214 (hardback) LCSH: Multilingualism – Handbooks, manuals, etc. | Communicative competence – Handbooks, manuals, etc. | Second language acquisition – Handbooks, manuals, etc. | Language awareness – Handbooks, manuals, etc. | BISAC: LANGUAGE ARTS & DISCIPLINES / Linguistics / General. LCC P115.4 .C36 2016 | DDC 404/.2–dc23 LC record available at http://lccn.loc.gov/2015041119 ISBN 978-1-107-05921-4 Hardback Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.

Contents

List of figures page vii List of tables viii List of contributors x Acknowledgments xii

1 Premises of multi-competence Vivian Cook 1 2 Research questions and methodology of multi-competence Goro Murahata, Yoshiko Murahata and Vivian Cook 26 3 Multi-competence in second language acquisition: inroads into the mainstream? Lourdes Ortega 50 4 Not through a glass darkly: refocusing the psycholinguistic study of bilingualism through a “bivocal” lens Jyotsna Vaid and Renata Meuter 77 5 Multilingualism research Rita Franceschini 97 6 Multi-competence and dynamic/complex systems Kees de Bot 125 7 Multi-competence and Dominant Language Constellation Larissa Aronin 142 8 Consequences of multi-competence for sociolinguistic research Li Wei 164 9 A usage-based account of multi-competence Joan Kelly Hall 183 10 Multi-competence and syntax E´va Berkes and Suzanne Flynn 206 11 Syntactic processing Leah Roberts 227 12 Language and cognition in bilinguals Annette M. B. de Groot 248 13 Gestures in multi-competence Amanda Brown 276 14 Pragmatic transfer in foreign language learners: a multi-competence perspective I-Ru Su 298 15 Multi-competence and endangered language revitalization Tracy Hirata-Edds and Lizette Peter 321

vi Contents

16 Multi-competence and first language attrition Bregtje Seton and Monika S. Schmid 338 17 Cognitive consequences of multi-competence Panos Athanasopoulos 355 18 Space, motion and thinking for language Anna Ewert 376 19 Multi-competence and personality Jean-Marc Dewaele 403 20 Multi-competence as a creative act: ramifications of the multi-competence paradigm for creativity research and creativity-fostering education Anatoliy V. Kharkhurin 420 21 Multi-competence and language teaching Virginia M. Scott 445 22 Multi-competence and emotion Jean-Marc Dewaele 461 23 Multi-competence and English as a lingua franca Ian MacKenzie 478 24 A critical reaction from second language acquisition research David Singleton 502 25 Questions of multi-competence: a written interview Guillaume Thierry 521 26 Epilogue: multi-competence and the Translanguaging Instinct Li Wei 533

Bibliography of ‘multi-competence’ (and related topics) Goro Murahata, Yoshiko Murahata and Vivian Cook 544 Index 559

Figures

1.1 The integration continuum of possible relationships in multi-competence page 9 5.1 The mutual approximation of the two terms multi-competence and multilingualism 110 7.1 DLC in Israel: Rose, Arabic sector school 147 7.2 DLC in Israel: Iman, Arabic sector school 148 7.3 DLC in Israel: Liti, Jewish sector school 149 7.4 DLC in Israel: user of Russian, Hebrew and English 150 12.1 The Revised Hierarchical Model 257 12.2 The Shared Distributed Asymmetrical Model 259 13.1 A native Japanese speaker describing a scene from the cartoon Canary Row 279 14.1 English and Chinese native speakers’ use of different types of request strategies 305 14.2 The frequencies of different types of request strategies among ENSs and EFL learners 306 14.3 The frequencies of different types of request strategies among CNSs and EFL learners 308 14.4 Mean number of apology strategies across status conditions in the L1 control groups 312 14.5 Mean number of apology strategies across status conditions in CNSs and EFL learners 315

Tables

3.1 Study designs for the investigation of cross-linguistic influence in SLA page 53 4.1 Summary of journal outlets in psychology of language citing Cook (1991) and Cook (1992) 83 4.2 Corpus analysis for the impact of Cook (1991, 1992) and Grosjean (1985, 1989) using ProQuest 84 6.1 Six meanings of ‘language’ 129 7.1 Inter-related perspectives and concepts 146 7.2 The connection between multi-competence and DLC and their role in research 155 7.3 Features for investigation of multi-competence manifested in a DLC, with examples 158 10.1 CP-related features in background language, from selected studies 215 14.1 Examples of supportive moves identified in the study 304 14.2 Mean number of conventionally indirect strategies in relation to social variables in the L1 control groups 305 14.3 English requests by ENSs and Chinese EFL learners 306 14.4 Mean number of conventionally indirect strategies in relation to social variables in the English DCT 307 14.5 Chinese requests by CNSs and Chinese EFL learners 308 14.6 Mean number of conventionally indirect strategies in relation to social variables in the Chinese DCT 309 14.7 Intermediate EFL learners’ requests in English and Chinese 309 14.8 Advanced EFL learners’ requests in English and Chinese 309 14.9 Distribution of apology strategies in the L1 control groups 311 14.10 Mean number of apology strategies in relation to social variables in the L1 control groups 312 14.11 Mean number of apology strategies in relation to social variables in the English DCT 313

List of tables ix

14.12 Mean number of apology strategies in relation to social variables in the Chinese DCT 315 14.13 Intermediate EFL learners’ mean number of strategies in relation to social variables in English and Chinese apologies 316 14.14 Advanced EFL learners’ mean number of strategies in relation to social variables in English and Chinese apologies 317

Contributors

Larissa Aronin Associate Professor, Oranim Academic College of Education, Israel; Visiting Research Fellow, Trinity College Dublin, Ireland Panos Athanasopoulos Professor, Linguistics and English Language, Lancaster University, England E´ va Berkes University of Applied Sciences of Burgenland, Austria Amanda Brown Associate Professor, Languages, Literatures, and Linguistics, University of Syracuse, USA Vivian Cook Emeritus Professor of Applied Linguistics, Newcastle University, England Kees de Bot Professor, Department of Applied Linguistics, University of Groningen, The Netherlands; Professor of Applied Linguistics, University of Pannonia, Hungary Annette M. B. de Groot Professor of Experimental Psycholinguistics, University of Amsterdam, The Netherlands Jean-Marc Dewaele Professor in Applied Linguistics and Multilingualism, Birkbeck, University of London Anna Ewert Assistant Professor, Faculty of English, Adam Mickiewicz University, Poland Suzanne Flynn Professor of Foreign Languages and Linguistics, Department of Linguistics and Philosophy, Massachusetts Institute of Technology, USA Rita Franceschini Professor, Competence Centre for Language Studies, University of Bolzano/Bozen, Italy Joan Kelly Hall Professor of Applied Linguistics, Department of Applied Linguistics, Pennsylvania State University, USA Tracy Hirata-Edds Lecturer, Applied English Center, University of Kansas, USA

List of contributors xi

Anatoliy V. Kharkhurin Associate Professor of Psychology, Department of International Studies, American University of Sharjah, United Arab Emirates Li Wei Professor of Applied Linguistics, UCL Institute of Education, University College London Ian MacKenzie Maıˆtre d’enseignement et de recherche, Faculte´ de traduction et d’interpre´tation, Geneva University, Switzerland Renata Meuter Associate Professor, School of Psychology and Counselling, Queensland University of Technology, Australia Goro Murahata Professor of Applied English Linguistics, University of Miyazaki, Japan Yoshiko Murahata Instructor of English, University of Miyazaki, Japan Lourdes Ortega Professor, Department of Linguistics, Georgetown University, USA Lizette Peter Associate Professor, Department of Curriculum and Teaching, University of Kansas, USA Leah Roberts Professor, Department of Education, University of York, England Monika S. Schmid Professor, Language and Linguistics, University of Essex, England, and University of Groningen, The Netherlands Virginia M. Scott Professor of French and Applied Linguistics, Vanderbilt University, USA Bregtje Seton Centre for Language and Cognition, University of Groningen, The Netherlands David Singleton Fellow Emeritus, Trinity College Dublin, Ireland; Professor of Applied Linguistics, University of Pannonia, Hungary I-Ru Su Associate Professor, Department of Foreign Languages and Literature, National Tsing Hua University, Taiwan Guillaume Thierry Professor of Cognitive Neuroscience, Ysgol Seicoleg | School of Psychology, Prifysgol Bangor | Bangor University, Wales Jyotsna Vaid Professor of Cognition and Cognitive Neuroscience, Department of Psychology, Texas A&M University, USA

Acknowledgments

We would like to thank our amazing contributors, who have seen far more scope in the idea of multi-competence than Vivian Cook ever dreamt of when he proposed it at AILA in Thessaloniki in 1989 as a contribution to a symposium about language input. They have shown us some of the wealth of possibilities that this perspective provides for language-related fields. Vivian Cook would also like to express his appreciation of the generation of former students who have contributed so much to its devel- opment: Fatimah Almutrafi, Panos Athanasopoulos, Benedetta Bassetti, Mohammad Ibrahim, Chise Kasai, Yoshiko Murahata, Miho Sasaki, Petra Schoofs, Jun Takahashi, Yuki Tokumaru and many others. Li Wei would like to thank Zhu Hua, Jean-Marc Dewaele, David Green, Ofelia Garcia, amongst others, who have discussed the ideas of multi-competence and translanguaging with him. As always for Vivian Cook, the book would never have seen the light of day without the musical accompaniment of Ibrahim Maalouf, Marcin Wasilewski and Seb Rochford. And for Li Wei, the multi-competence of his young sons never ceases to amaze him.