Professor in English Linguistics and Second Language Acquisition In G. Fulcher & F. Davidson (Eds.), The Routledge handbook of language testing (pp. To appear in G. Hall, (Ed.), Routledge Handbook of English Language Teaching. In Tomlinson, B. (Ed.) Second Language Acquisition Research and Materials. I am also interested in teacher training and second language acquisition A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp.

/pdf/the-routledge-handbook-of-second-language-acquisition-48ntxns0gd.pdf

The Routledge handbook of second language acquisition

Heritage speakers are native speakers of a minority language they learn at home, but due to socio-political pressure from the majority language spoken in their community, their heritage language does not fully develop. In the last decade, the acquisition of heritage languages has become a central focus of study within linguistics and applied linguistics. This work centres on the grammatical development of the heritage language and the language learning trajectory of heritage speakers, synthesizing recent experimental research. The Acquisition of Heritage Languages offers a global perspective, with a wealth of examples from heritage languages around the world. Written in an accessible style, this authoritative and up-to-date text is essential reading for professionals, students, and researchers of all levels working in the fields of sociolinguistics, psycholinguistics, education, language policies and language teaching.

The Acquisition of Heritage Languages

The article reviews the methods of data collection employed in 39 studies of interlanguage pragmatics, defined narrowly as the investigation of nonnative speakers' comprehension and production of speech acts, and the acquisition of L2-related speech act knowledge. Data collection instruments are distinguished according to the degree to which they constrain informants' responses, and whether they tap speech act perception/comprehension or production. A main focus of discussion is the validity of different types of data, in particular, their adequacy to approximate authentic performance of linguistic action.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0272263100009955

Research Methods in Interlanguage Pragmatics

Sugaring the Pill: Praise and Criticism in Written Feedback.

The five experiments presented here examine the ability of listeners to detect a foreign accent. Computer editing techniques were used to isolate progressively shorter excerpts of the English spoken by native speakers of American English and French. Native English‐speaking listeners judged the speech samples in one‐ and two‐interval forced‐choiced tests. They were able to detect foreign accent equally well when presented with speech edited from phrases read in isolation and produced in a spontaneous story. The listeners accurately identified the French talkers (63%–95% of the time) no matter how short were the speech samples presented: entire phrases (e.g., ‘‘two little dogs’’), syllables (/tu/ or /ti/), portions of syllables corresponding to the phonetic segments /t/, /i/, /u/, and even just the first 30 ms of ‘‘two’’ (roughly, the release burst of /t/). Both phonetically trained listeners familiar with French‐accented English and unsophisticated listeners were able to accurately detect accent. These results suggest that listeners develop very detailed phonetic category prototypes against which to evaluate speech sounds occurring in their native language.

https://jimflege.com/files/Flege_French_accent_JASA_1984.pdf

The detection of French accent by American listeners

The cross-cultural study of speech acts is vital to the understanding of international communication. In reviewing this area of research, we realize that face-threatening acts are particularly important to study because they are the source of so many cross-cultural miscommunications. Research has been done on a number of face-threatening speech acts1—for example, on apologies (BlumKulka & Olshtain, 1984; Blum-Kulka, House, & Kasper, in press; Borkin & Reinhart, 1978; Cohen & Olshtain, 1981, 1985; Coulmas, 1981; Godard 1977; Olshtain, 1983; Olshtain & Cohen, 1983); requests (Blum-Kulka 1982; BlumKulka & Olshtain, 1984; Blum-Kulka, House, & Kasper, in press; Tanaka & Kawade, 1982); refusals (Beebe & Cummings, 1985; Beebe, Takahashi, & Uliss-Weltz, in press; Takahashi & Beebe, 1986, 1987); complaints (Bonikowska, 1985; Olshtain & Weinbach, 1986); disagreement (LoCastro, 1986; Pomerantz, 1984); expressions of disapproval (D’Amico-Reisner, 1983); and expressions of gratitude (Eisenstein & Bodman, 1986).1 The evidence provided in these studies suggests that second-language (L2) learners are faced with the great risk of offending their interlocutors or of miscommunication when performing face-threatening acts.

Sociolinguistic Variation in Face-Threatening Speech Acts

This paper presents empirical data (collected from nine Thai ESL learners) to support the claim that there is sociolinguistic variation and style shifting in interlanguage phonology, just as there is in the phonology of any natural language. The study addresses several theoretical questions:

1. Is interlanguage more permeable to a superordinate rule system in formal than in informal situations?

2. If it is more permeable, does the native language or the target language act as the superordinate rule system?

3. Does phonological transfer follow the sociolinguistic rules of the native language?

4. Does Monitoring operate on a continuum, increasing in formal contexts, and thereby producing a style shift?

The findings are consistent with the point of view that interlanguage becomes permeable to a superordinate rule system in formal situations. In these data, the target language (English) acted as the superordinate rule system when the variable examined had no social meaning in the native language (Thai), but when the variable was in fact strongly marked for social value in Thai, the native language (Thai) was adopted as the superordinate rule system. The latter style shifting involved transfer of a socially appropriate variant. Finally, it was found that monitoring (attention to speech) and conscious Monitoring with a learned phonological rule operated on a sliding scale, increasing in formal contexts, and resulting in a style shift.

Sociolinguistic variation and style shifting in second language acquisition 1

This research investigates the influence of the listener on the dialectal code-switching behavior of a group of bilingual teachers in Thailand. The variable of the listener's ethnic identity is manipulated, whereas previous research has been focussed primarily on the speaker's ethnic identity. The primary finding of the study is that the Chinese-Thai bilinguals selected the “Thai” vruriant for each of the nine phonological variables a higher percentage of the time when they were speaking Thai to a Thai listener than when they were speaking Thai to a Chinese listener. And conversely, they chose a “Chinese” variant more frequently when speaking to a Chinese-Thai than to an ethnic Thai. The significance of these findings is that linguists must discontinue the still accepted practice of defining speech style in terms of the listener if they want to obtain reliable data. The data also point to the need for educators in bilingual and second language programs to continue researching the factors which affect dialectal codeswitching and other verbal encoding strategies used by language teachers and their students.

The influence of the listener on code-switching

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Sociolinguistic Variation in Face-Threatening Speech Acts

Sociolinguistic variation and style shifting in second language acquisition 1

The influence of the listener on code-switching