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Sources of fluctuation in article choice in English and German by Syrian Arabic and Japanese native speakers 以叙利亚阿拉伯语和日语为母语的人在英语和德语中冠词选择波动的来源
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.9.04JAE
Carol Jaensch, Ghisseh Sarko
{"title":"Sources of fluctuation in article choice in English and German by Syrian Arabic and Japanese native speakers","authors":"Carol Jaensch, Ghisseh Sarko","doi":"10.1075/EUROSLA.9.04JAE","DOIUrl":"https://doi.org/10.1075/EUROSLA.9.04JAE","url":null,"abstract":"Recent work by Tania Ionin and colleagues (Ionin et al. 2004a; Ionin et al. 2008) has suggested that native speakers of article-less languages may fluctuate between selecting articles based on definiteness and selecting them based on specificity. This was termed the Fluctuation Hypothesis (Ionin et al. 2004a). The Fluctuation Hypothesis assumes learners to have full access to Universal Grammar (UG) properties, including those which are not instantiated in their L1 grammars. This contrasts with the Failed Functional Features Hypothesis (Hawkins and Chan 1997), now termed the Representational Deficit Hypothesis (Hawkins and Franceschina 2004; Hawkins et al. 2006). This proposes that learners will fail to acquire uninterpretable features, if these are not present in their L1. The current study tests the Fluctuation Hypothesis with two new groups of speakers acquiring languages with definite and indefinite articles which are marked for definiteness, whilst still allowing a semantic distinction between [+specific] and [–specific]. The languages acquired are German, by native speakers of Japanese, a language without articles; and English, by native speakers of Syrian Arabic, a language with an overt marker for definiteness, but not for indefiniteness. Although the initial results seem to indicate that fluctuation may be responsible for optionality amongst these learners, further analysis shows that this variation may be due to other factors.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"333 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134229324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
Motivation and SLA: Bridging the gap 动机和SLA:弥合差距
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.10.03USH
E. Ushioda
{"title":"Motivation and SLA: Bridging the gap","authors":"E. Ushioda","doi":"10.1075/EUROSLA.10.03USH","DOIUrl":"https://doi.org/10.1075/EUROSLA.10.03USH","url":null,"abstract":"Motivation has been a major research topic within SLA for over four decades, yet has endured a marginalized position within the field, remaining somewhat isolated from its more mainstream linguistic traditions. The analysis of motivation and its role in SLA has largely been at the level of global learning outcomes, and research has had little to say about how motivational factors relate to the interim processes of linguistic development. Thus while motivation is recognized as a prerequisite for successful SLA, the relevance of motivation research to understanding the finer detail of how SLA happens has been unclear. This paper discusses some studies that have attempted to integrate the analysis of motivation with more linguistic approaches in SLA. It proposes an agenda for bridging the gap between motivation and mainstream SLA research, and suggests how motivation research may contribute to the development of major lines of thinking within the field","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132999674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 36
Anaphora resolution in near-native Italian grammars: Evidence from native speakers of Croatian 近母语意大利语语法中的回指消解:来自母语为克罗地亚语的人的证据
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.8.08KRA
Tihana Kra
{"title":"Anaphora resolution in near-native Italian grammars: Evidence from native speakers of Croatian","authors":"Tihana Kra","doi":"10.1075/EUROSLA.8.08KRA","DOIUrl":"https://doi.org/10.1075/EUROSLA.8.08KRA","url":null,"abstract":"This paper reports the results of an experimental study on the resolution of intra-sentential anaphora in Italian, by native Italian speakers and near-native Italian speakers whose L1 is Croatian. In a picture-selection task, the two groups of speakers had to identify the antecedents of third person null and overt subject pronouns in ambiguous forward and backward anaphora sentences and their unambiguous counterparts. In all contexts under investigation, near-natives expressed native-like antecedent preferences, indicating that they have acquired not only the syntactic, but also the discourse-pragmatic constraints on the realisation of pronominal subjects in Italian. Given that Croatian and Italian do not differ with respect to the licensing and distribution of pronominal forms, the results provide additional evidence for an account attributing the well-attested tendency of bilingual speakers of a null subject language and a non-null subject language to overuse and misinterpret overt subjects in the null subject language to crosslinguistic influence.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133261500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 28
Text organisation in Italian L2 learning varieties 意大利语第二语言学习变体中的篇章组织
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.1.17FER
Stefania Ferraris
{"title":"Text organisation in Italian L2 learning varieties","authors":"Stefania Ferraris","doi":"10.1075/EUROSLA.1.17FER","DOIUrl":"https://doi.org/10.1075/EUROSLA.1.17FER","url":null,"abstract":"Connecting expressions reveal how the speaker copes with text organisation; and studying aspects of the development of these forms in L2 varieties helps us throw light on both pragmatic and syntactic text organisation in interlanguages. Syntactically, linking markers are involved in the development of subordination; pragmatically, their presence gives a map of learners’ discourse articulation. The present investigation of Italian L2 interlanguages showed that simple clauses and coordination appear before subordination, and that subordinate clauses seem to develop from adverbial to complement and relative clauses. At the pragmatic level, connecting particles emerge in less developed interlanguages. The data presented here are relevant to theoretical research on subordination hierarchies (central vs. marginal forms) and those cognitive categories (time, cause, concession, etc.) which are more likely to be expressed syntactically and/or pragmatically.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132760379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
The use of colloquial words in advanced French interlanguage 高级法语中介语中口语词汇的使用
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.1.07DEW
Jean–Marc Dewaele, V. Regan
{"title":"The use of colloquial words in advanced French interlanguage","authors":"Jean–Marc Dewaele, V. Regan","doi":"10.1075/EUROSLA.1.07DEW","DOIUrl":"https://doi.org/10.1075/EUROSLA.1.07DEW","url":null,"abstract":"This article addresses the issue of underrepresentation or avoidance of colloquial words in a cross-sectional corpus of advanced French interlanguage (IL) of 29 Dutch L1 speakers and in a longitudinal corpus of 6 Hiberno-Irish English L1 speakers compared with a control group of 6 native speakers of French. The main independent variable analysed in the longitudinal corpus is the effect of spending a year in a francophone environment. This analysis is supplemented by a separate study of sociobiographical and psychological factors that affect the use of colloquial vocabulary in the cross-sectional corpus. Colloquial words are not exceptionally complex morphologically and present no specific grammatical difficulties, yet they are very rare in our data. Multivariate regression analyses suggest that only active authentic communication in the target language (TL) predicts the use of colloquial lexemes in the cross-sectional corpus. This result was confirmed in the longitudinal corpus where a t-test showed that the proportion of colloquial lexemes increased significantly after a year abroad.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132802371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 58
Second language effects on ambiguity resolution in the first language 第二语言对第一语言歧义消解的影响
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.12.10BRI
C. Brien, Laura Sabourin
{"title":"Second language effects on ambiguity resolution in the first language","authors":"C. Brien, Laura Sabourin","doi":"10.1075/EUROSLA.12.10BRI","DOIUrl":"https://doi.org/10.1075/EUROSLA.12.10BRI","url":null,"abstract":"The processing of homonyms is complex considering homonyms have many lexical properties. For instance, train contains semantic (a locomotive/to instruct) and syntactic (noun/verb) properties, each affecting interpretation. Previous studies find homonym processing influenced by lexical frequency (Duffy et al. 1988) as well as syntactic and semantic context (Folk & Morris 2003; Swinney 1979; Tanenhaus et al. 1979). This cross-modal lexical-decision study investigates second language (L2) effects on homonym processing in the first language (L1). Participants were monolingual English speakers and Canadian English/French bilinguals who acquired L2 French at distinct periods. The early bilinguals revealed no significant differences compared to monolinguals (p = .219) supporting the Reordered Access Model (Duffy et al. 1988). However, the late bilinguals revealed longer reaction times, syntactic priming effects (p < .001), and lexical frequency effects (p < .001), suggesting a heightened sensitivity to surface cues influencing homonym processing in the L1 due to a newly-acquired L2 (Cook 2003).","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131118479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Effectiveness of implicit negative feedback in a foreign language classroom: The role of input, frequency and saliency 内隐负反馈在外语课堂中的有效性:输入的作用、频率和显著性
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.14.05MIF
Nadia Mifka Profozic
{"title":"Effectiveness of implicit negative feedback in a foreign language classroom: The role of input, frequency and saliency","authors":"Nadia Mifka Profozic","doi":"10.1075/EUROSLA.14.05MIF","DOIUrl":"https://doi.org/10.1075/EUROSLA.14.05MIF","url":null,"abstract":"This paper reports on a study that investigated the effectiveness of recasts and clarification requests in a French as a foreign language classroom. The target structures were French past tense structures the passe compose and the imparfait. The study was carried out with three intact classes of high school students in New Zealand, comprising in total 52 participants. A quasi-experimental design was employed, with a pre-test, treatment, immediate post-test and a delayed post-test. The treatment tasks were picture-based, designed to encourage communication and to elicit the use of past tense. The tests were also picture-based, written narrative tasks. The control group did not receive any treatment. Mixed design Repeated measures ANOVAs, followed by ANCOVAs, were computed to examine the effects of the treatment. Overall, results indicate that recasts were more effective for acquisition of the passe compose whereas both recasts and clarification requests proved beneficial for acquisition of the imparfait at this early stage of learning. However, non-parametric tests comparing more advanced and less advanced learners suggest that only the ‘low proficiency’ learners benefited from clarification requests.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132267714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Long-term effects of an earlier start: An analysis of EFL written production 早期学习的长期影响:对英语写作成果的分析
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.3.08NAV
Teresa Navés, M. Torras, M. L. Celaya
{"title":"Long-term effects of an earlier start: An analysis of EFL written production","authors":"Teresa Navés, M. Torras, M. L. Celaya","doi":"10.1075/EUROSLA.3.08NAV","DOIUrl":"https://doi.org/10.1075/EUROSLA.3.08NAV","url":null,"abstract":"The aim of this paper is to analyse the development of the written production of six groups of learners (N=520) in a formal instruction setting and to investigate the effects of onset and age on the levels of attainment in writing performance. The written production was measured after 200, 416 and 726 hours of instruction. Both intragroup and intergroup analyses were carried out (a) to analyse the long-term effects of an earlier start in second language writing in a school setting, (b) to analyse the patterns of development between the four writing component measures depending on learners’ age, and (c) to test whether the relationships found between the measures in the four areas of writing differ depending on learners’ age group. This study concludes that (a) at the end of the instructional period Early Starters still have not surpassed Late Starters, (b) there seem to be two patterns of writing performance depending on learners’ age, and (c) the correlations found between the writing component indicators change depending on learners’ age group.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115371079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 29
Language anxiety and language processing 语言焦虑与语言加工
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.6.12MIH
J. M. Djigunović
{"title":"Language anxiety and language processing","authors":"J. M. Djigunović","doi":"10.1075/EUROSLA.6.12MIH","DOIUrl":"https://doi.org/10.1075/EUROSLA.6.12MIH","url":null,"abstract":"This paper focuses on two studies into the effects of language anxiety on language processing. Using samples of Croatian L1 — English L2 speakers performing two picture description tasks (one in L1 and one in L2), the studies analysed their oral productions in order to identify a number of temporal and hesitation signals of planning processes. The findings suggest that observing learners using audio and video equipment and trying to increase their anxiety through interpersonal style does not produce a significant difference. However, learners watching someone apparently taking notes on their performance seemed to be significantly anxiety provoking. Qualitative analysis suggests that, in comparison with low anxiety language users, high anxiety language users produce longer texts in L2 than in L1, produce smaller amounts of continuous speech in both L1 and L2, produce filled pauses with a higher mean length in L2 than in L1, have longer mid-clause pauses, fewer repetitions, and make more false starts.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115647584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 31
Contrasted and maintained information in a narrative task: Analysis of texts in English and Italian as L1s and L2s 叙述任务中信息的对比和保持:英语和意大利语作为l15和l25文本的分析
Eurosla Yearbook Pub Date : 1900-01-01 DOI: 10.1075/EUROSLA.12.04GIU
Patrizia Giuliano
{"title":"Contrasted and maintained information in a narrative task: Analysis of texts in English and Italian as L1s and L2s","authors":"Patrizia Giuliano","doi":"10.1075/EUROSLA.12.04GIU","DOIUrl":"https://doi.org/10.1075/EUROSLA.12.04GIU","url":null,"abstract":"This paper proposes an analysis of 100 narrative texts concerned with English and Italian as L1s and L2s. We will compare the way both native speakers and learners build textual cohesion when faced with a narrative task involving several referential restrictions: contrasts of entity and polarity, maintenance of the same predication, temporal shifts etc. The stimulus used to collect the data is the film retelling The Finite Story by Dimroth (2006). Our results will add to the debate about the learners’ tendency to establish anaphoric linkage according to the specific grammaticised (readily encodable) concepts of their mother tongue. In particular, we will show that even at very advanced and almost native levels learners tend to exploit formal and conceptual means resembling those of their mother tongue, demonstrating by that that they have not completely abandoned the L1 specific “perspective taking”.","PeriodicalId":236084,"journal":{"name":"Eurosla Yearbook","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116274331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
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