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Dissertations / Theses on the topic 'Interlanguage'
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Sajjadi, Samad. "Variability in interlanguage." Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359533.
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Sahin, Sevgi. "American English, Turkish And Interlanguage Refusals:a Cross-cultural Communication And Interlanguage Pragmatics Study." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613510/index.pdf.
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This study investigates the refusal realizations of native speakers of American English (AE), Turkish (TUR) and Turkish learners of English with advanced level of proficiency (TRE). It aims to uncover the refusal strategies of young AE, TUR and TRE in conversations between equals and also to uncover if the learners display pragmatic transfer in their refusal strategies. In addition to this, the extent to which the social variables of level of closeness and refusal eliciting acts affect the refusal productions of each group is pursued. The thesis also aimed to provide an explanation for the rapport management orientations of the three examined groups when refusing equal-status interlocutors. To this end, the data are collected from three different groups using a Discourse Completion Test (DCT), which is developed out of the situations in a TV Serial. The analysis of data is done manually and each refusal is coded. CLAN CHILDES is utilized in order to see the typical combinations of refusal semantic formulae used by three groups. Later, PASW is used to run descriptive statistics and calculate the frequency and percentages of refusal strategies/semantic formulae.
The results of the study show that refusals and rapport management orientations while refusing status equal interlocutors are culture and situation specific and they differ both cross-culturally and intra-culturally. Research findings also reveal that TRE often produce pragmatically appropriate refusals because refusal strategies they use correspond to those of AE. However, there are some cases in which the evidence of pragmatic transfer are observed with respect to the frequency of certain semantic formula usages.
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El-Shikhani, May Emile. "Language and testing and interlanguage." Thesis, Birkbeck (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499134.
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This dissertation studies the interface between second language testing (SLT) and second language acquisition (SLA) as it applies to a general problem in language use: noted discrepancies between standardized test scores and local placement of University of Balamand (UOB) entrants. A series of empirically based studies were designed to highlight those factors which account for interlanguage as manifested in important aspects of verb grammar: choice of tense, use of tense sequences, subject-verb agreement, and irregular verb morphology, and to compare students' interlanguage(s) in that particular area of grammar with high versus low scores in target language English as measure of their proficiency. A Case Study was carried out on a low-intermediate proficiency level student as determined by UOB entrance test. Analysis was made of the student's choice of relevant grammatical forms in Lebanese-English interlanguage compared with native language Lebanese-Arabic, both in the domains of narration and description. A similar analysis was made of the student's use of the same grammatical forms on the placement exam task. Analysis of metacognitive strategies was also undertaken. Results showed that use of each grammatical form varied with the task rhetorical mode in the sense of converging with! diverging from what is taught. More importantly, the student's low proficiency was only reflected in the narration task, not in the description or placement exam taskThe Main Study was then undertaken on a sample of 28 students from the four DOB English proficiency levels. Primary data consisted of the students' writing on three tasks of different rhetorical modes: narration, exposition, and comparison-contrast. Secondary data consisted of verbal reports by the students, and comments by linguists and expert reviewers. The same method of the Case Study analysis was used. Quantitative results showed that the narration task had the most discriminating power; the comparison-contrast task had the least. A statistically significant difference was found between second language English and native language Arabic accuracy rate of students' use of grammatical structures. Qualitative results showed that both high and low proficiency groups lacked control over tense and tense sequences, but the high proficiency group had more control over 3rd person singular' -s' . In terms of SLA, the empirical study of verb grammar here presents a clearer understanding of multi competence. Consideration is given to the interface between SLT and SLA for the practical problem of finding the right type of test that would be a valid predictor of entrants' proficiency in English as a second language, thus leading to their placement at the right English language level.
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KORTE, MATTHEW. "Corpus Methods in Interlanguage Analysis." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218835515.
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Cheah, D. S. L. "Interlanguage variability in verb tense/aspect." Thesis, Aston University, 1993. http://publications.aston.ac.uk/10300/.
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This thesis presents a study of interlanguage variability in the use of three tense/aspect forms: the simple present, simple past, and the present perfect. The need for research in this area comes from the problems encountered in the classroom. Language performance in one task sometimes does not reflect that in another. How and why this ocurrs is what this thesis aims to discover. A preliminary study explores the viability of using the Labovian variable model to elicit and explain variability. Difficulties highlight problems which help refine the methodology used in the main study. A review of past research point the direction in which this study should go. Armed with a sample of 17 Chinese Singaporean university students, whose first language is Chinese or a dialect of Chinese, the investigation began with the elicitation of variability to be found in four tasks. Using the attention-to-speech framework, these four tasks are designed to reflect varying degrees of required attention to language form. The results show that there is variability in the use of tense/aspect in all the tasks. However, the framework on which the tasks are based cannot explain the variability pattern. Further analyses of contextual factors, primarily pragmatic ones, point to a complex interplay of factors affecting the variability found in the results.
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Jenkins, Jennifer. "Variation in phonological error in interlanguage talk." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10019151/.
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The research begins with an examination of the problems attending the growth in the use of English as a lingua franca between non-native speakers. It is argued that vanable first-language specific phonological 'errors' generate much of the miscommunication that is a characteristic of such interlanguage talk (ILT), original support for this claim being provided by a pilot study involving non-native speaker postgraduate students. Following a brief reappraisal of the place of language transfer in second language acquisition, its role in interlanguage (IL) phonology is examined in detail. Phonological transfer is revealed as a central and complex feature of the developing IL The theoretical position is exemplified by a selection of phonological transfer errors drawn from ILT classroom observation, such errors being redefmed in seriousness according to a taxonomy of new criteria based essentially on their effects on ILT communication. The extensive variation to which these taxonomic errorS are subject is discussed in the light of current theories of IL variation, and Accommodation Theory is concluded to have the greatest potential to account for phonological transfer or variation in ILT. The motivations underlying the accommodative processes of convergence and divergence are discussed and the framework is then extended to a motivation considered more salient in ILT: that of interlocutor comprehensibility. Two empirical studies investigate phonological variation in ILT from an accommodation perspective, the findings leading to the conclusion that while accommodation has an essential role in determining phonological error in ILT, its linguistic manifestation is usually one of suppression and non-suppression rather than of traditional convergence and divergence. Pedagogical implications of the research include the benefits of pair and smallgroup work, thus supporting previous research, and the need for classroom exposure to IL varieties of English.
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Flahive, Patrick J. "Past tense marking in Chinese-English interlanguage." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4664/.
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This data study concentrates on the past tense marking in the interlanguage (IL) of Chinese speakers of English. Following the assumptions of Hawkins & Lizska, (2003), it is assumed that unlike native speakers of English, Chinese speakers of English have a higher level of optionality within the past tense marking of their grammars. It is claimed that the primary reason for this occurrence is the lack of the functional feature T(ense) [+/-past] in Mandarin Chinese. If a particular functional feature is missing in a learner's L1 grammar, it is thought that it will be absent in one's L2 grammar as well. Three advanced Chinese speakers of English were tested on the past tense marking in their IL production. Both spontaneous oral and reading speech were used for this data analysis.
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Kaleja, Bernadette. "Den deduktiva grammatikundervisningens inverkan på tyskelevers interlanguage." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35021.
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Detta examensarbete baserar sig på fyra frågeställningar och en hypotes kring hur den deduktiva grammatikundervisningen påverkar tyskelevers interlanguage. Undersökningen försöker visa om den deduktiva metoden t.ex. gynnar en viss elevgrupp beroende på etnicitet och genus. Undersökningen består av ett Grammaticality Judgement Test och en intervjuundersökning bland elever i grundskolans senare år skolår 8 och 9 som läser tyska som språkval. De grammatiska strukturerna som undersöks har eleverna redan blivit testade på vt 2008 i samband med den ordinarie tyskundervisningen. Genom att utgå ifrån att någon form av inlärning har inträffat tillfrågas eleverna om hur denna har skett. Resultatet visar att den deduktiva grammatikundervisningen tycks gynna flickor av både svensk och utländsk bakgrund.<br>This degree project is based on four questions and one hypothesis about the effects of deductive grammar instruction on the interlanguage of pupils who are learning German. The study attempts to show whether the deductive method favours a certain group of pupils due to ethnicity and gender. The study consists of a Grammaticality Judgement Test and a set of interviews conducted on pupils who are learning German as their optional choice of a foreign language in the upper primary school years 8 and 9. The grammatical structures that the pupils are tested on were taught spring term 2008 in connection with the regular German language lessons. By assuming that some kind of learning has occurred, the pupils were asked to explain how it took place. The results show that the deductive grammar instruction appears to favour girls with Swedish background as well as girls with a foreign background.
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Cansin, Guzide Dilek. "The role of linguistic context in interlanguage phonology." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26381.
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The phenomenon of the foreign accent has long been of interest to linguists, second language teachers, language pathologists, and others. This study investigated the influence of certain factors on the degree of foreign accent in learners of English as a second language. Specifically, it examined the effects of two linguistic contexts, age of arrival in Canada, years spent in Canada, and native language on the accents of 29 subjects at an advaced level of English language study. The degree of accent was rated on a five-point scale by 13 native speaker judges. It was hypothesized that non-native speakers of English would exhibit greater degree of foreign accent when reading aloud than when recalling a traumatic personal experience. A previous study by Oyama (1982) has found that, contarary to predictions based on native speakers' behaviour in the same task (Labov, 1966), foreign learners of English displayed greater accents during the oral reading task than when telling about a brush with death or about another traumatic time in their lives. It was, therefore, hypothesized that the subjects in this study would perform like the subjects in Oyama's study. The other hypotheses were: 1) the earlier the age at which subjects arrived in Canada, or other English-speaking country, and began learning English, the better their accents would be judged; 2) the greater the number of years spent in Canada, or other English-speaking country, the better their accents would be judged; 3) the native languages of ESL speakers would influence the decisions about the degree of foreign accent made by judges.
Taped samples from 29 ESL learners were collected, edited for length, and played to 13 native speaking judges who rated the degree of accent for each speaker heard on a five-point scale. Included on the tape which the judges heard were samples from native speakers to determine intrajudge validity (i.e., how effectively the pronunciation measure differentiated native from non-ntive speakers). Those judges who were unable to identify the speech of native speakers were dropped from the study. Previous researchers have used the mode of the judges' decisions as the appropriate indicator of each subject's accent; in this study, computations were made using both the mode and the mean. They were found to yield nearly identical results in the analyses.
Data were analyzed using a multivariate analysis of variance (MANOVA, SPSS X) with the two linguistic contexts as the dependent variables and age of arrival, years in Canada and native language as independent variables. The results showed no difference between the two linguistic contexts, and that age of arrival and native language contributed significantly to the degree of foreign accent while years in Canada did not. Specifically, learners who arrived at a younger age had better accents than those who arrived at an older age. Because subjects were unequally distributed across the languages, it was not possible to determine which native languages are statistically significant in predicting the degree of foreign accent of these learners of English.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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Stoecker, Kurt. "Transfer of Topic-Prominence in Chinese-English Interlanguage." Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1544485.
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<p> Languages can be categorized in terms of topic prominence or subject prominence. English is characterized as subject prominent while languages such as Chinese are considered topic prominent in structure. In subject prominence, the subject must always have a direct relationship, in terms of meaning with the verb, and the subject performs the action or exists in the state named by the verb. This is not the case in a topic prominent system, where the subject may be missing altogether (Li and Thompson 1981). Crucial to this study will be a comparison of word order and pragmatics between English and Chinese with their respective systems. Chinese learners of English have been observed to unknowingly "map" their Chinese discourse structure onto English sentences to fit this pattern (L1 function to L2 form) resulting in what has been called a "pseudo passive" construction (Han 2000). An example of a pseudo-passive would be: <i>New cars must keep inside.</i> This study will attempt to demonstrate that these pseudo passives are indeed an indication of transfer of L1 function to L2 form and that they persist in interlanguage even at advanced stages of proficiency. Appropriate pedagogical considerations will then be discussed.</p>
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Lim, Yuk-wan Grace, and 林玉雲. "A study of collocation in Hong Kong interlanguage." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951454.
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Ahn, Mikyung. "The phonological interlanguage of Korean learners of English." Thesis, Cardiff University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286170.
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Li, Chi Fai Henry. "/V/'s realization in Hong Kong English interlanguage." HKBU Institutional Repository, 2005. http://repository.hkbu.edu.hk/etd_ra/647.
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Nikula, Tarja. "Pragmatic force modifiers a study in interlanguage pragmatics /." Jyväskyla : University of Jyväskyla, 1996. http://books.google.com/books?id=9Q5aAAAAMAAJ.
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Lim, Yuk-wan Grace. "A study of collocation in Hong Kong interlanguage." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18685432.
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Garr, Madeline. "The Interlanguage of Advanced Speakers: Implications & Suggestions." TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2392.
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This thesis details a study of the interlanguage of advanced speakers of English as a Second Language. The purpose of the study was to see what errors these students made when speaking the language in a communicative environment. In approaching the issue of interlanguage, the writer surveys the research in language acquisition as well as in interlanguage, error analysis and language learning theories. Based on this research and the results of this study, the writer explores the implications of both the research and the study and offers suggestions to teachers of advanced conversation classes.
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Longcope, Peter. "A Multivariate Analysis of Interlanguage Differences between Learner Levels." 名古屋大学大学院国際言語文化研究科, 2009. http://hdl.handle.net/2237/14079.
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Wijayanto, Agus. "Interlanguage pragmatics of refusal strategies by Javanese EFL learners." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=183672.
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The study investigated similarities and differences between refusal strategies conducted by British native speakers of English (NSE) and Javanese learners of English (JLE). The data were elicited, using discourse completion tasks (DCT), from 20 NSE and 50 JLE. Comparative data concerning refusal strategies in Javanese were elicited from 35 native speakers of Javanese (NJ) to provide a baseline for investigating the extent to which differences between JLE and NSE could be explained by the influence of L1 pragmatics. The refusal strategies were classified based on modified refusal taxonomy by Beebe et al. (1990) and were analysed into sociopragmatic and pragmalinguistic strategies. Z test and Chi Square (χ2) were applied to test the statistical significance of differences between JLE and NSE usage. The study found that all three groups employed broadly similar sequential orders, frequencies of occurrences, and contents of both semantic formulae and adjuncts. Some differences were found, however, in which the strategies of the two Javanese groups (JLE and NJ) were more alike than either was to NSE. These findings suggest that distinctive JLE usages (i.e. different from NSE) are either due to the influence of L1 (negative pragmatic transfer) or simply deviation (idiosyncratic usage). The former occurred mainly in the utilization of politeness strategies by the Javanese groups. The salient elements of Javanese cultural values and their relation to the expression of politeness are discussed in some detail, and are shown to be reflected in the English of Javanese learners. The latter (deviations) appeared to arise from a conflict between JLE speakers’ notions of “correct” grammar and word meanings, on the one hand, and the pragmalinguistic demands of the interaction, on the other hand.
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Rhurakvit, Maneenun. "Complaints in Thai and English : an interlanguage pragmatic study." Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/3150.
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Carrying out the speech act of complaining in one‘s mother tongue might not require a great amount of effort. Nevertheless, it tends to be problematic when it comes to the case of second language learners. This study, therefore, explores the characteristics of the interlanguage complaints of Thai learners of English who are in different contexts of studying. The data, based on the DCT (Discourse Completion Task) questionnaires, is taken from four groups of informants: (1) native Thai speakers (2) native English speakers (3) Thai learners of English in Thailand and (4) Thai learners of English in the UK. The findings are analysed within three main aspects namely, the complaint strategies, the complaint lengths and patterns, and the complaint internal modifications. The elicited data reveals that in general the learners of English in Thailand tend to have similar complaint patterns to those of native Thai speakers. On the other hand, the complaint patterns uttered by the learners of English in the UK tend to be close to those of native English speakers. Nevertheless, it seems that neither the learners of English in Thailand, nor in the UK use downgraders properly. The insufficient use of internal modifications, such as downgraders results in the learners‘ weighty complaints compared to those of native English speakers. In other words, the learners‘ complaints might be less appropriate from the native speaker‘s point of view. The findings might be interpreted to conclude that the studying abroad context is one of the influential factors in language learners‘ improvement, although the divergence of learners‘ complaints still exists in some aspects. The findings give implications to language educators, particularly in Thailand, in that textbooks and pedagogical models provided for learners should be supplied with real-language in use and also other supplements regarding the sociopragmatic rules of the target language in order to enhance the learner‘s pragmatic ability.
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Cheng, Siu Kei. "The interlanguage phonology of Hong Kong speakers of Mandarin." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/323.
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Abd, Ghani Alias. "Variability in interlanguage phonology of Malaysian learners of English." Thesis, University of Leeds, 1995. http://etheses.whiterose.ac.uk/429/.
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This study is a synchronic investigation of variability in interlanguage phonology of Malaysian learners of English. The study investigates patterns of style shifting in the speech performance of the Malaysian learners of English as they vary according to various stylistic environments i.e. verbal tasks viz, minimal pairs reading, word list reading, dialogue reading and free conversation representing different contexts of situation ranging from the most formal to the most casual form of speech styles. The main objective of this thesis is to establish patterns of style stratification in the speech production of the subjects and to trace whether there exists any systematic patterning in the subjects' pronunciation of the target English sounds of both the individual subjects and across the group of subjects who come from different ethnolinguistic backgrounds. This study is also undertaken in order to determine the extent to which Labovian 'attention to speech' may be used as a causal explanation for variability in the speech production of the subjects. This study is adapted from the variability model developed by William Labov (1970) and extended by Lorna Dickerson (1974) in her interlanguage investigation of Japanese learners of English for showing stylistic variation of speakers at a given point in time (synchronic variation) with the use of a single linear scale as a method of data analysis. An experimental investigation involving an interview method with the individual subjects, using four-part, Labov-style, self-administered tests were carried out at the University of Science, Malaysia. The results of this study showthat there is phonological variation in the subjects' performance of all the phonemes under investigation and this variation seems to be systematic in nature. The speech performance of the Malaysian subjects in this study is responsive to the nature of the verbal tasks they are engaged in and in their production of most of the target English phonemes they produced the predicted ranking of style shifting according to the Labovian 'attention to speech' hypothesis. According to the hypothesis the subjects' speech performance should record the highest index score in the task which requires the greatest attention to be paid to the speech (minimal pairs reading) with the lowest index score in the tasks which has the least attention (free conversation). As the results reveal, in most cases the subjects record the highest index scores in the reading of minimal pairs. This is followed by word list reading, then dialogue reading and finally free conversation which records the lowest index scores of all. However, the only exception to this regular patterning is in the subjects' performance of phonemes /v/ and in where it may be due to factors such as phonological transfer from Bahasa Malaysia (for phoneme Id) or inadequate data for comparison (for phoneme /v/ as well as phonemes /p/, /b/ and /g/ in free conversation) . The results of statistical analysis using a Repeated Measurement of Analysis of Variance (ANOVA) indicate that there is significant difference in the performance of the subjects across the four verbal tasks with the reading of minimal pairs the highest in the rank, followed by word list reading then dialogue reading and finally free conversation, the lowest in the rank. The results of this study suggest that 'attention to speech' could be used to account for variability in the subjects' speech performance of most of the TL phonemes under investigation across the four different verbal tasks. However, it cannot adequately explain variability in the subjects' performance of the TL phoneme /r/. The results also suggest that though the subjects' speech performance is also sensitive to the position of phonemes in the words (i.e. word initial, medial or final), their production of those phonemes seems to be governed by the nature of the verbal tasks they are engaged in. As regards the group performance according to subjects' ethnolinguistic backgrounds, the results reveal that in most cases there is no significant difference in the performance of the subjects who come from different ethnolinguistic groups viz. Malay, Chinese and Indian. This is supported by statistical results which indicate no significant difference in the performance of the subjects according to groups with the exception of subjects performance of /0/ and /g/ where in their production of the target phoneme /0/, subjects who come from a Malay background records the highest mean scores followed by subjects who come from a Chinese background and finally those who come from an Indian background. As regards, phoneme /g/, the results suggest that subjects from a Chinese background record the lowest mean scores of all.
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Banjar, Halah. "INTERLANGUAGE IDIOMATICS:THE ACQUISITION OF ENGLISH IDIOMS BY SAUDI LEARNERS." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1362.
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Mastery of idioms in a second language is an important part of learners' lexical and cultural competence. This study provided insights into the processes that partake in interlanguage idiomatics. It also looked at the role of participants' first language in the comprehension and production of idioms in their second language. Participants were 31 Saudi graduate students' who were learners of English. They were tested in receptive and productive knowledge of 15 English idioms of three types of idiomatic expressions: a) English idioms which have their exact equivalents in Arabic; b) English idioms which are similarly expressed in both languages, and c) English idioms which have no counterparts in Arabic. The data were examined through statistical analysis. Results showed that identical idioms were the easiest to comprehend and produce, followed by similar idioms. Different idioms were the most difficult to comprehend and produce and showed the highest interference from the first language. In addition, a rather unexpected negative correlation was found between participants' length of stay in the US and their knowledge of English idioms. These findings offer insightful implications for the teaching and learning of second language idioms. Most importantly language teachers and researchers should be aware that the acquisition of idioms is influenced by the similarities and differences between idioms in learners' L1s and the target L2. This suggests that building learners' idiomatic knowledge in a second language should be done in a systematic and persistent way. In more general terms, the study's results confirm the trends and patterns reported in previous research about the acquisition of second language idiomatic competence and its important role for the effective comprehension and production of the target language.
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Makoni, Sinfree. "Variability in the interlanguage of Shona learners of English : a study into the effects of planning time and linguistic context on interlanguage performance." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/8166.
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The study has two main aims. The first is theoretical and the second methodological. Theoretically, the study seeks to investigate the nature and extent of variation in interlanguage with the aim of identifying and assessing the extent to which factors such as discourse mode (e.g. narrative vs descriptive) and linguistic context are likely to result in variable interlanguage performance. Methodologically, the study seeks to highlight the problems of eliciting valid interlanguage data using the concept of planning as is currently formulated by Ochs (1979) and Ellis (1987). Although interlanguage performance may be shown to be variable it still remains important to assess how widespread variation is in interlanguage, because variation is likely to shed much more light on interlanguage development and use, if it is demonstrated that it is neither restricted to specific structural areas nor typical of learners at particular stages of interlanguage development. With this in mind this study investigates the performance of second language learners at three different levels of proficiency in two linguistic areas - spatial and directional prepositions and the 3rd person singular. Variation in interlanguage has been attributed to a large number of factors some of which are enumerated below - discourse mode, varying planning conditions, topic, setting, interlocutor, linguistic context etc.
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Ruzindana, Mathias. "An interlanguage study of vowel duration in the advanced Kinyarwanda speakers of English." Thesis, University of Reading, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293443.
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Nakano, Michiko. "Interlanguage of Japanese learners of English : judgements on the translatability of two polysemous Japanese lexemes." Thesis, University of Edinburgh, 1988. http://hdl.handle.net/1842/19183.
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Fultz, Audrey Liljestrand. "Prosody in lexical and syntactic disambiguation in English-French interlanguage." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380078.
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Thesis (Ph.D.)--Indiana University, Dept. of French & Italian Studies, 2009.<br>Title from PDF t.p. (viewed on Jul 12, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4660. Adviser: Laurent P. Dekydtspotter.
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Hobson, Carol Bonnin. "Morphological development in the interlanguage of English learners of Xhosa." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002630.
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This study investigates the development of morphology in the interlanguage of English learners of Xhosa. A quasi-longitudinal research design is used to trace development in the oral interlanguage of six learners of Xhosa for a period of eight months. The elicitation tasks employed range from fairly unstructured conversation tasks to highly structured sentence-manipulation tasks. The learners have varying levels of competence at the beginning of the study and they are exposed to input mainly in formal contexts of learning. One of the aims of the study is to investigate whether the features of interlanguage identified in other studies appear in the learner language in this study. Most other studies discussed in the literature have investigated the features of the interlanguage produced by learners of analytic and inflectional languages. However, this study analyses the interlanguage of learners of an agglutinative language. Studies of other languages have concluded that learners do not use inflectional or agreement morphology at early stages of development and this conclusion is tested for learners of an agglutinative language in this study. Since agreement and inflectional morphology play a central role in conveying meaning in Xhosa, it is found that learners use morphology from the beginning of the learning process. Although forms may be used incorrectly and the functions of forms may be restricted, morphemes appear in the interlanguage of learners of this study earlier than other studies predict. One of the characteristics of early interlanguage and an early form of learner language called the Basic Variety (Klein & Perdue 1997) is the lack of morphology, but this feature proves to be inadequate as a measure of early development in the interlanguage of learners of a language such as Xhosa. This study concludes, therefore, that the presence of morphology in the interlanguage of learners of Xhosa cannot be an indicator of advanced language development.
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Fujii, Ikuko. "Interlanguage phonology of Japanese speakers of English in South Wales." Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308134.
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Shannon, John Francis. "Variability and the interlanguage production of the English definite article /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487928649988355.
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Hayashi, Midori. "Relationships between universal tendencies and typological contrasts in Japanese-English interlanguage." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60987.pdf.
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MacDonald, Lightbound Penelope. "An Analysis of Interlanguage Errors in Synchronous/Asynchronous Intercultural Communication Exchanges." Doctoral thesis, Universitat de València, 2004. http://hdl.handle.net/10803/9786.
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This study deals with the computer-aided analysis of interlanguage errors made by the participants in intercultural telematic simulations involving university students and professionals from five European countries. The simulation involves the participants in producing a large amount of written discourse, all in English, which is composed and sent via computers as either synchronous or asynchronous communication. Using the Error Tagging Method and Error Editor developed by the Centre for English Corpus Linguistics at the Université Catholique de Louvain in Belgium, the interlanguage errors, as regards the morphological and lexical aspects, were identified, classified and tagged, while the corrected versions of the deviant forms were added. The following research questions were formulated:1. Are there more errors in the synchronous or asynchronous mode of communication?2. Is there a difference in the type of error to be found in each mode of communication3. Do the different groups have more errors of some types than others?4. Do the different groups make errors that can be associated with their particular first language (L1), in other words, does the L1 influence the type of error predominant in any one group?5. Looking in greater detail at the Spanish participants' output we enquired which errors were salient in these subjects?6. Can we identify the causes of these salient errors in the Spanish L1 group?In the section referring to the theoretical background to our research work, we begin by making reference to the interrelationship of the different functions of language depending on the contextual situation of the communicative event, in our case, as observed in the telematic simulations. We then focus on the notions of communicative competence, and error, from both a historical perspective and with regard to their significance in English as a Foreign Language teaching. The role of Information and Communication Technology in language teaching pedagogy finalises the first section of the thesis.The corpus comprised 42,059 words in the synchronous mode, and 42,625 words in the asynchronous mode.A Correspondence Analysis was carried out with the aim of verifying the relative incidence of error types according to the L1 of the participants by investigating the different variables and their effect on the type and frequency of the errors, depending on the mode of communication. As regards the answers to the research questions formulated, there were indeed more errors in the synchronous mode of communication than the asynchronous, as we hypothesised, although when examining the exact types of errors, some categories were more frequent in the synchronous mode (the formal and grammatical errors, among others), while in the asynchronous, errors of style and lexis were higher. A further analysis of the data revealed that the frequency of error types varied with each different L1 group participating in the simulation, and when the Correspondence Analysis was carried out, this showed that highly relevant associations could be established as regards the relation between participants' L1 and specific error types. After examining the results, we concluded that the L1 of the learners does in fact influence the type of error made. Following this comparative analysis of interlanguage output, we focused on the errors in the corpus made by the Spanish L1 group, classifying them, and commenting on their nature and frequency. The results obtained revealed that mother tongue interference appears to be the cause of a significant number of errors in the formal and lexical categories.<br>La investigación que se llevó a cabo en la elaboración de esta tesis presenta el objetivo fundamental de abordar un análisis exhaustivo de los errores interlingua acaecidos en un tipo de comunicación intercultural donde el discurso es de tipo síncrono -en tiempo real- y, asíncrono -en tiempo diferido. El corpus analizado procede de la comunicación escrita entre grupos multidisciplinares que participan en una simulación telemática -a distancia- a nivel internacional. Los sujetos participantes proceden de cinco universidades europeas localizadas en Noruega, Latvia, Alemania, Francia y España. El estudio demuestra que existen ciertos tipos de errores que se repiten con mayor frecuencia, dependiendo del modo de comunicación. De igual modo, indica que hay categorias de errores que se dan con mayor frecuencia dependiendo de la lengua materna de los sujetos participantes en la simulación. Por último, se llevó a cabo un sub-análisis de los sujetos españoles, cuyo resultado demuestra que la interferencia de la lengua materna es una de las causas principales de los errores formales y léxicos de este grupo de participantes
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Peralta, Sara E. Garcia. "Interlanguage variability : a study in the use of past tense forms." Thesis, University of Reading, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333306.
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Ntahwakuderwa, Bisimwa Chilange. "Form and function in the interlanguage of Zairean learners of English." Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/19200.
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Ubeda, Menichetti Ricardo. "The semantics of the interlanguage present perfect construction in EFL learners." Tesis, Universidad de Chile, 2012. http://repositorio.uchile.cl/handle/2250/115157.
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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa<br>The English present perfect is a grammatical construction that denotes an event happening at a past point of time and relates to the present time in either a continuative manner or implying that the event is relevant to the present. Thus, the present perfect conveys both aspectual and temporal meanings. The present study investigates into the acquisition and development of the English present perfect by Chilean EFL learners as part of their interlanguage aspectual-temporal system. Specifically, the study makes an account of the main semantic characteristics of the Chilean learners’ interlanguage present perfect in order to determine the semantic prerequisites involved in the acquisition of the different meanings of the construction. It also focuses on the semantic negative transfer from the learners’, L1, Spanish, and the development of the following semantic notions: ‘reference time’,’ anteriority’ and ‘current relevance.’ The research methodology comprised the following procedures: a) data collection by means of two writing tasks elicited from 68 intermediate EFL Chilean university undergraduates enrolled in the English teacher-training course programme at Universidad de Santiago de Chile; and b) the classification of instances of the use, underuse or misuse of the target structure. The quantitative results emerging from the data analysis reveal that the present perfect construction is used in the expression of temporality or aspectuality depending on such semantic categories as ‘current relevance’ and ‘recency’. The analysis also demonstrates that Chilean EFL learners do not seem to be able to activate the concept of temporal recency of a past time event. It also reveals that they tend to use the preterite and the present perfect construction as being semantically equivalent constructions mainly because of the operation of the semantic negative transfer from the L1 temporal aspectual verbal system.
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Cao, Yanyan. "Enonciation et Français Langue Etrangère." Thesis, Rennes 2, 2013. http://www.theses.fr/2013REN20008.
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Les apprenants sinophones manifestent de nombreuses résistances spécifiques lors de l'acquisition du système temporel du français. Notre objectif est de déterminer les raisons d'une telle situation afin de réfléchir à des propositions didactiques propres à résoudre ces problèmes récurrents. L'analyse du corpus de productions orales et écrites recueilli auprès des étudiants sinophones à différents stades de leur apprentissage a mis en lumière une interlangue caractérisée par une perspective énonciative instable. Pour trouver des explications à ce phénomène, nous avons procédé à une analyse linguistique contrastive des deux systèmes temporels, chinois et français, et également à une analyse des outils de description des langues habituellement utilisés dans l’enseignement du français dans notre établissement d'accueil. Nous avons remarqué que la notion d'énonciation, qui est centrale dans la linguistique française, exerce peu de contraintes formelles dans l'organisation du système temporel du chinois. De plus, elle est rarement évoquée dans l'enseignement du français en Chine. Ces résultats offrent des pistes pertinentes pour la réflexion sur les démarches didactiques à entreprendre en vue d'adapter l'enseignement du fonctionnement interne du français aux caractéristiques du public sinophone<br>Chinese learners face specific problems when learning French tenses. Our aim is to determine the reasons for this situation and make didactic proposals to adapt the teaching of the French language to Chinese characteristics. The study of the corpus collected from Chinese students at different stages of learning shows an enunciative perspective that isunstable during the construction of the tense system. A contrastive linguistic analysis of Chinese and French temporal systems, as well as an observation of the descriptive language tools commonly used in French teaching in China and didactic practices highlight on the one hand the influences of the mother tongue and secondly the teaching received onthe French tense system construction by Chinese students
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Kuribara, Chieko. "Resettability of UG parameters in SLA : acquisition of functional categories by adult Japanese learners of English." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314310.
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Witkowska-Stadnik, Katarzyna Hawkins Bruce Wayne. "Variability in interlanguage as a result of imagery alternatives a case study /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219090.
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Thesis (D.A.)--Illinois State University, 1991.<br>Title from title page screen, viewed January 5, 2006. Dissertation Committee: Bruce Hawkins (chair), Irene Brosnahan, Sandra Metts, Janice Neuleib, Margaret Steffensen. Includes bibliographical references (leaves 180-190) and abstract. Also available in print.
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Mah, Jennifer. "Segmental representations in interlanguage grammars: the case of francophones and English /h/." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106304.
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The concept that knowledge is transferred from a speaker's first language grammar into the interlanguage grammar being constructed for his second language makes testable predictions for how learners should behave given certain combinations of first and second language. This thesis examines the perceptual and productive abilities of francophones in order to gain insight into why francophones encounter such persistent difficulty in their acquisition of English /h/. We will see that although the target representation of English /h/ is not a structure that can be acquired by francophones, there are a number of representational options for the phonetic segment [h] that will yield the same acoustic result, and (at least) one of these is predicted to be acquirable. The observation that francophones do not seem to have access to any representation for this segment in the grammar these is therefore puzzling.The experimental work reported in this thesis begins by refuting the possibility that the acoustic properties of [h] are such that francophones cannot reliably detect this segment in the speech stream. We then go on to show that the problem is indeed a matter of linguistic representation in the grammar: francophones are unable to construct phonological representations containing /h/ in lexical entries. Finally, evidence from a production task is examined, showing that francophones' behaviour in supplying aspiration on voiceless stops matches the pattern that has been observed for suppliance of /h/, supporting the proposal of a common representational problem. Further, the acoustic properties of francophone productions of /h/ are examined and argued to shed light on the question of why alternate representations for /h/ are unavailable to the interlanguage grammar: it is argued that [h] is not being analyzed as a consonant, but as a partially devoiced vowel.<br>Le concept du transfert de connaissances de la langue maternelle vers la grammaire construite lors de l'apprentissage d'une deuxième langue nous permet de prédire d'une manière vérifiable le développement des locuteurs apprenant une nouvelle langue, sachant quelle sont leur langue maternelle et la langue étant apprise. Cette thèse évalue les habiletés en perception et en production des francophones afin de comprendre pourquoi ceux-ci se retrouvent confrontés à de telles difficultés dans l'acquisition du /h/ anglais. Nous verrons que même si la représentation requise pour le /h/ anglais n'est pas possible pour les francophones, il existe d'autres représentations phonétiques pour le [h] qui auront le même effet acoustique, et (au moins) une de celles-ci devrait être possible. L'observation que les francophones ne peuvent utiliser aucune de ces représentations pour ce segment phonétique dans la grammaire est donc curieuse.Les expériences rapportées dans cette thèse commencent par réfuter la possibilité que les propriétés acoustiques du [h] sont telles que les francophones ne peuvent pas le détecter dans la parole d'une manière fiable. Ensuite, nous démontrons qu'il s'agit d'un problème de représentation linguistique dans la grammaire: les francophones ne peuvent pas construire des entrées lexicales contenant des représentations phonologiques avec le /h/. Finalement, nous examinons les productions des francophones, où les résultats démontrent que la production de l'aspiration des occlusives sourdes est identique à la production observée du /h/, soutenant la proposition d'un seul problème de représentation pour ces troubles. De plus, nous examinons les propriétés acoustiques de la production du /h/ par les francophones, et nous proposons que ceux-ci peuvent aider à expliquer pourquoi toutes les autres représentations possibles semblent ne pas être disponibles à la grammaire de l'apprenant: on soutient que le [h] n'est pas analysé en tant que consonne, mais en tant que voyelle partiellement muette.
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Ihsan, Diemroh. "A linguistic study of tense shifts in Indonesian-English interlanguage autobiographical discourse." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558344.
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The purpose of the study was two-fold. First, it investigated, described, and analyzed tense shifts and the roles of the present tense forms in IEIL autobiographical discourse. Second, as a contribution to the study of English interlanguage of Indonesian EFL learners it presents some pedagogical implications for the EFL teaching and learning in Indonesia and offers suggestions for further research. The data used for the study were twenty-six essays containing 1700 verb phrases in 937 sentences, which were written by twenty-six freshman EFL learners of the University of Sriwijaya in Palembang, Indonesia, in 1986.The results of the study show that tense use in IEIL is systematic, on one hand, and variable, on the other. Shifts of tense from past to present are generally predictable. The present tense usually functions to present the writer's evaluation or opinion, habitual occurrences, general truth, or factual descriptions functioning as permanent truth in relation to the writer's childhood. Occasionally, the present tense functions as the Historical Present to narrate past events. The past tense, on the other hand, usually functions to describe past truth and, at times, to narrate historical events such as the writer's date and place of birth.Variability also characterizes IEIL autobiographical discourse. That is, IEIL writers do not completely follow the present and past tense rules. For instance, they usually use the present tense to express habitual occurrences, but at other times they use past tense accompanied by such expressions as "on Sundays," "on holidays," "whenever," etc.In addition, the following conclusions have been drawn: (1) IEIL autobiographical discourse largely contains description expressed in the past tense; (2) discourses are highly recommended to be used as the first material in teaching linguistic phenomena such as tense shifts to Indonesian EFL learners; and (3) following the IL theory and principles, EFL teachers should not treat EFL learner's should treat them as a sign that they are in fact in the process of learning.deviants as a sign of improper usage and harmful but instead should treat them as a sign that they are in fact in the process of learning.<br>Department of English
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De, Paiva Beatriz Mariz Maia. "Requests in Brazilian Portuguese : new theoretical and methodological approaches in interlanguage pragmatics." Thesis, Heriot-Watt University, 2006. http://hdl.handle.net/10399/168.
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Schauer, Gila A. "Interlanguage pragmatic development of German learners of English : a longitudinal multimedia investigation." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416895.
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Isono, Toru. "Japanese learners' interlanguage phonology : with special reference to English vowels and plosives." Thesis, University of Essex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252268.
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Rule, Sarah Jane. "A cross-sectional study of french interlanguage development in an instructional setting." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364750.
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Parker, Sydney Lawrence. "Temporality and its expression in the interlanguage of adult learners of Welsh." Thesis, University of Wales Trinity Saint David, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683050.
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O'Brien, Josephine. "Tense and aspect in the interlanguage of Gulf Arab learners of English." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30848.
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Expression of temporality in English through the use of finite verbs is challenging for LI Arabic learners of English. Non-target language forms have been recorded in the interlanguage of Arabic speaking Emirati students in a third level college system in the UAE. Analysis of the errors suggests that there may be systematicity in these non-TL forms. Two factors are considered in the study as possible influences on the learners' choices of verb forms. The first considers verb type, looking at how the lexical aspect of verb types affects verb form. The second factor considers the possibility of transfer from the Arabic tense/ aspect system and examines how the function of morphological forms in Arabic may affect choice of form in English. Two research instruments in the form of English grammar and Arabic translation tasks were designed to acquire data on English morphological forms selected by learners for both verb types and functions. In addition, the normal tasks required of learners i.e. free composition writing provided a source of verbs which were analysed for learner verb type, function and form associations. Learners at five language levels participated in the research. Data were analysed for rates of accuracy in the most common verb forms found in learner output and measured against expectations set by the grammar component of writing band descriptors used to assess student writing. All observed morphological choices for verb type and function were recorded, categorized and measured against the two selected hypotheses. Results indicate the relevance of certain features of both hypotheses and highlight the importance of taking dimensions other than form into consideration when considering verb use in learners' interlanguage.
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Van, de Poel Christel Maria Frans. "Modification in phatic endphases : a study of cross-linguistic and interlanguage aspects." Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/20260.
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This thesis examines the occurrence and nature of modificational elements in phatic endphases. Phatic talk is an instance of interpersonal communication, it mainly has an ice-breaking function and is confined to the marginal phases of fact-to-face interaction. The collected speech material is contrastive in different respects. English production data are compared with interlanguage English and German data are compared with interlanguage German data. Phatic endphases are opposed to endphases which are more referential in nature. This approach makes it possible to draw up a cross-linguistic as well as an interlanguage phatic frame for different interpersonal configurations. A distinction is made between two types of encounter: interactions in which there is no social distance, i.e. between friends, and interactions with social distance, i.e. between, for instance, a shopkeeper and a client. An analysis of the data at all these levels reveals linguistic and socio-pragmatic deviations from a native speaker-like frame, which are explained at a cognitive level in terms of the learners' declarative and procedural knowledge. The learner data arising from the Discourse-Completion Task are supplemented with an extensive collection of introspection data. They make it possible to explain deviations in the learner's declarative and procedural knowledge not only at a cognitive, but also at an affective and social level.
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Hill, Jane H. "Spanish as a Pronominal-Argument Language: The Spanish Interlanguage of Mexicano Speakers." University of Arizona Linguistics Circle, 1987. http://hdl.handle.net/10150/226557.
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Olsen, Michael Lee. "THE REALIZATION OF FINAL STOPS IN INTERLANGUAGE: MORE EVIDENCE FOR UNIVERSAL GRAMMAR." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1450.
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This master's thesis investigated realizations of typologically marked structures (word final stops) in the interlanguages of 15 ESL learners across Arabic, Brazilian-Portuguese and Japanese first languages (L1s). In general, previous theories of markedness (see Eckman's MARKEDNESS DIFFERENTIAL HYPOTHESIS and STRUCTURAL CONFORMITY HYPOTHESIS) and transfer (such as Major's ONTOGENY MODELS) were upheld in that more marked structures proved more problematic than less marked areas. Where uniformity of modification strategies was found, OPTIMALITY THEORY was implemented to illustrate process of acquisition undertaken during interlanguage development. In an isolated speech task, participants who demonstrated acquisition of more marked structures (ie., voiced final stops) were also successful with their less marked counterparts (voiceless final stops), but not vice versa. In connected speech, more advanced participants' modifications of target structures (such as assimilation of voicing and place of articulation) were more similar to patterns exhibited by native speakers of the target language while less advanced participants' productions (ie., lack of intervocalic voicing) were more reflective of their L1. These findings support the hypothesis that interlanguages adhere to universal grammar and, thus, behave as natural languages. Finally, future directions such as potential research of L1/L2 perception issues and pedagogical implications of the study's results are explored.
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Shih, Ching-Yi. "A study of the interlanguage of apology by Taiwanese English-Language learners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2793.
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This thesis presents a study of the interlanguage of the speech act of apology by Taiwanese learners of English. It compares the way Taiwanese learners apoologize in English and how they apologize in Mandarin Chinese, as well as how native speakers of American English apologize.
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Ou, Shu-chen. "Factors and mechanisms in L2 word stress acquisition : evidence from Chinese-English interlanguage." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/25047.
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Research on second language (L2) stress acquisition by speakers of stress languages indicates that error patterns can be analyzed systematically in terms of either the learners’ first language (L1) or universal metrical principles. However, it remains controversial whether such systematicity is also found in L2 stress acquisition by speakers of non-stress languages. This thesis addresses this issue through re-examination of L2 English stress acquisition by speakers of Chinese, a tone language. If systematic patterns emerge in the data, we can address two further questions: a) to what extent are the patterns attributable to L1 transfer, and b) to what extent do the patterns reflect metrical universals? The question of whether Chinese learners can assign systematic stress to English words is examined in chapter 3. Participating in a perceptual preference experiment with English non-words, the Chinese subjects preferred initial stress for σ.CVCC words when they were presented as nouns, but preferred final stress when they were presented as a verb, similar to the English subjects. In trisyllabic words, penultimate stress was preferred when the penult was closed by a consonant (CVC) whereas antepenultimate stress was preferred when the penult only contained a lax vowel (CV). The tendency was stronger when the coda consonant was a sonorant rather than an obstruent. The connection between syllable structure and stress in Chinese-English interlanguage is further investigated in Chapter 4. The main experiment used trisyllabic non-words and was designed to test whether Chinese learners know that English stress shifts from the antepenult to the penult when the penult contains either a long vowel or a coda consonant. Finally, the learning mechanism which guides the acquisition of L2 English stress by Chinese speakers is discussed. The data show that some Chinese subjects were sensitive to the noun-verb contrast but not to the stress contrast conditioned by the penult of trisyllabic nouns.