3. Reference continuation in L2 narratives of Turkish adolescents in Norway

Nistov, Ingvild

doi:10.1075/sibil.23.03nis

Cited by 6 publications

(6 citation statements)

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“…Thus, they differentiated their L1 and L2 referential choices. This was somewhat surprising because previous studies (Bae, 2001;Nakahama, 2003;Nistov, 2001;White, 1985) have shown the heavy influence of L1 referential strategies on L2 discourse production, especially when the learners' L1 and L2 language system differ markedly. Also, the finding was contradictory to what was expected based on past research that has suggested that the appropriate use of pronominals was of a late emergence in L2 learning for native speakers of topic-prominent languages, such as Korean and Japanese (Gundel & Tarone, 1983;Jin, 1994;Polio, 1995).…”

Section: Discussionmentioning

confidence: 83%

“…A small number of existing studies on L2 learners' ability to use reference in L2 have found transfer of language-specific referential expressions from their L1 to the L2 discourse production (Bae, 2001;Gundel & Tarone, 1983;Jin, 1994;Nakahama, 2003;Nistov, 2001;White, 1985). For example, Nistov showed that inadequate referential uses of Turkish learners of Norwegian were influenced by their L1 referential conventions.…”

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confidence: 95%

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Referencing in a Second Language: Korean EFL Learners' Cohesive Use of References in Written Narrative Discourse

Kang

2009

Discourse Processes

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This study examined Korean English as a foreign language (EFL) learners' ability to establish textual cohesion in English through appropriate selection of reference forms and reference management strategies in their written narrative discourse. It employed both quantitative and qualitative analysis to explore how the languagespecific reference choices and strategies in their first language (L1) may be evident in their second language (L2) discourse production. Participants were Korean adult EFL learners and American native English speakers (NES) in college.Findings from the quantitative analysis of the written narratives showed that the specifically Korean referential strategies of heavily relying on nominals were not evident in the Korean EFL learners' English narrative discourse. However, a closer look at the data with a qualitative approach revealed that the Korean EFL learners' referential strategies were very different from those of the NES. More specifically, the qualitative analysis revealed that, unlike the NES who alternated the use of noun phrases and pronouns strategically to achieve certain discourse effects, the Korean participants did not display such sophisticated use of reference forms within an extended L2 discourse. The findings are attributed to the L1-specific reference management conventions and to the L2 learners' lack of practice and competence in referential strategies at the discourse level.The narrative is one of the most basic genres that second language (L2) learners must master in order to function appropriately in the target language and culture.

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Section: Discussionmentioning

confidence: 83%

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confidence: 95%

Referencing in a Second Language: Korean EFL Learners' Cohesive Use of References in Written Narrative Discourse

Kang

2009

Discourse Processes

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“…The analysis of L2 learners' narratives at the language level has also shown: that heavily LI-influenced strategies are evident in their L2 narrative production (Gundel & Tarone, 1983;Jin, 1994;Jung, 1999;Kang, 2004;2005;Nistov, 2001). For example, Nistov (2001) showed that violations of anaphoric strategy by the Turkish learners of Norwegian could be attributed to the possible influence from their LI conventions and partly to the learners' L2 linguistic deficits.…”

Section: Backgroundsmentioning

confidence: 92%

“…For example, Nistov (2001) showed that violations of anaphoric strategy by the Turkish learners of Norwegian could be attributed to the possible influence from their LI conventions and partly to the learners' L2 linguistic deficits. Kang (2004) similarly showed how Korean EEL learners' English narratives were less coherent and cohesive than the native English speakers' due to the specifically Korean linguistic strategy of relying on nomináis in place of pronominals in marking anaphoric references.…”

Section: Backgroundsmentioning

confidence: 97%

How do narrative and language skills relate to each other?

Kang¹

2012

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Past studies on narratives have identified two main dimensions of narrative production: the story-related narrative quality, which relates to the narrative structure and evaluations, and the language-related quality, which relates to the appropriate use of linguistic devices that contribute to the overall discourse cohesion. Although studies on the language development of monolinguals and bilinguals have demonstrated the developmental nature of the two different narrative dimensions, little attention has been paid to the potential relationship between them. Thus, this study aimed to identify the interrelationship between the two main narrative quality skills and explored the role of cross-language facilitations for performance on each of these narrative dimensions. Oral Frog Story narratives produced by 70 six-year-old Korean English as a Foreign Language (EFL) learners were analyzed. The findings indicated that the two narrative sub-dimensions play facilitative roles for each other within English (L2), and that there are cross-language contributions for only the linguistic quality of narratives. The findings are discussed in relation to the bilingual children's language proficiency and the degree of differences in narrative conventions across the two languages.

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“…Hendriks (2003), though, found that the target language lead to differences in discourse constructing ability by learners from the same L1 at the same L2 proficiency level. Nistov (2001) hypothesized that despite a lack of exact L1 patterns in L2 production, there may be some effect of the L1. primes" that are lexical items or meanings that appear common to human language.…”

Section: Summary Of Findingsmentioning

confidence: 99%

A frequency and error analysis of the use of determiners, the relationships between noun phrases, and the structure of discourse in English essays by native English writers and native Chinese, Taiwanese, and Korean learners of English as a Second language

Gressang¹

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3. Reference continuation in L2 narratives of Turkish adolescents in Norway

Cited by 6 publications

References 0 publications

Referencing in a Second Language: Korean EFL Learners' Cohesive Use of References in Written Narrative Discourse

Referencing in a Second Language: Korean EFL Learners' Cohesive Use of References in Written Narrative Discourse

How do narrative and language skills relate to each other?

A frequency and error analysis of the use of determiners, the relationships between noun phrases, and the structure of discourse in English essays by native English writers and native Chinese, Taiwanese, and Korean learners of English as a Second language

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