Communicative Interference: A Framework for Contrastively Analysing L2 Communicative Competence Exemplified With the Linguistic Behaviour of Japanese Performing in English

Loveday, Leo

doi:10.1515/iral.1982.20.1-4.1

Cited by 24 publications

(7 citation statements)

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“…Perhaps these cultural differences in the treatment of time could lead to different temporal patterns in the speech of the members of these cultures. A similar hypothesis was offered by Loveday (1982), who analyzed English-Japanese crosslinguistic patterns of speech and silence and suggested that Japanese norms of conversational behavior allow for much longer periods of silence than English ones. Graham (1980, as cited in Scarcella, 1994 also suggested that silence during conversation is more frequent and positively valued in Japanese society than in American society.…”

Section: Pause Durationsupporting

confidence: 52%

SECOND LANGUAGE PROFICIENCY AND PAUSING A Study of Russian Speakers of English

Riazantseva

2001

Stud Second Lang Acquis

134

110

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The present study examines the relationship between second language (L2) proficiency and pausing patterns (i.e., pause duration, frequency, and distribution) in the speech of 30 Russian speakers of English performing two oral tasks—a topic narrative and a cartoon description—in Russian and in English. The subjects were divided into two oral English proficiency groups, high and intermediate, on the basis of a standardized test of spoken English. Baseline data were collected from a control group of 20 native English speakers. Statistical analyses were performed to determine: (a) the native norms of pause duration, frequency, and distribution for Russian and English on the two experimental tasks; (b) the effect of the level of L2 proficiency (high and intermediate) on the pausing of Russian speakers in English; and (c) the differences or similarities in pausing exhibited by native English speakers and native Russian speakers (with two different levels of English proficiency) when speaking English. The results of this study indicate that English and Russian informal monologue speech can be characterized as having different pausing conventions, thus suggesting that crosslinguistic differences involve, among many other aspects, contrasts in pausing patterns. Additionally, L2 proficiency was found to affect the pause duration of advanced nonnative speakers in that they were able to adjust the duration of their pauses in English to produce a nativelike pausing norm. It was also found that even highly proficient L2 speakers pause more frequently in their L2 than in their first language (L1). The examination of pause distribution patterns suggests that persons of intermediate to high L2 speaking proficiency make the same number of within-constituent pauses as native speakers. Overall, the findings of this study support the view that adherence to the target language pausing norms may lead to the perception of nonnative speech as more fluent and nativelike. The findings also highlight the importance of exposing L2 students to a richer variety of situations that illustrate native patterns of verbal communication.

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Section: Pause Durationsupporting

confidence: 52%

SECOND LANGUAGE PROFICIENCY AND PAUSING A Study of Russian Speakers of English

Riazantseva

2001

Stud Second Lang Acquis

134

110

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“…Differences in the eva!uation of speech and the function of speech are noted by many authors. Loveday (1982aLoveday ( , 1982b writes about the differences between rhe japanese and most Western speech communities. In Japan, the verba!…”

Section: Problems and Misunderstandings In Nallve-non-nallve Interactmentioning

confidence: 99%

Language Contact and Bilingualism

Appel¹,

Muysken²

2006

151

186

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Language Contact and Bilingualism was originally published in 1987 at Edward Arnold. This is an unchanged reprint. Since 1985, the field has undergone a tremendous development, leading to a host of new surveys and a few specialized journals, such as International Journal of Bilingualism, Journal of Multilingual and Multicultural Development, and Bilingualism: Language and Cognition. We refer those interested in later writings on this topic to the comprehensive textbook by Donald Winford, An introduction to contact linguistics (Oxford, Blackwell, 2003). Some of the more fundamental theoretical studies that have appeared since the original publication of our book are:

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“…Loveday (1982) suggests that we talk of interference, not of failure, breakdown, or deviancy, because successful communication is the responsibility of all communicators and not just of . the non-standard users, who are expected to conform to the standard.…”

Section: A Multidialect Image In a Multidialect Worldmentioning

confidence: 99%

Notes and Discussions

1988

IRAL - International Review of Applied Linguistics in Language Teaching

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In his exposition of his theory of communicative competence Hymes (1972) states that one of the judgments that language learners and users must make concerning linguistic data is*:whether (and to what degree) something.is appropriate (adequate, happy, successful) in relation to a context in which it is used and evaluated (281). In this article I shall analyse this statement and the ways in which linguists have interpreted and applied it. I shall do this by answering the question: How has it happened that some fifteen years after the appearance of Hymes' theory English English (EngEng) is still used as the standard in most parts of anglophone Africa? By EngEng I mean: "British Standard English grammar and vocabulary with the RP accent." This definition and the acronym come from Trudgill and Hannah (1982: 2). Finally, I shall give my own analysis of the situation with regard to Englishes in the world today and make some suggestions.That EngEng is still the standard set for anglophone Africa is clear from the following evidence, which extends over all linguistic levels -phonological, lexical, structural and pragmatic -and over all educational levels -primary, secondary and tertiary. After each example I shall add some comments for the benefit of those not familiar with English in Africa.(1) Bevan and Grant (1982), in a textbook for secondary schools in southern Africa, justify the inclusion of exercises on EngEng vowel sounds on the grounds that it is worthwhile making some provision in the course for work on sounds ... if only because some of the problems carry over into written work (Teacher's Guide, One, 17). Most African teachers, however, are themselves unable to hear or make these vowel distinctions. English spelling is notoriously idiosyncratic and learning in the abstract that there are pronunciation distinctions between, say, "pot" and "port" will increase the learning load without proportionate benefit. In Britain we do not deal with the difficulties caused by homophones such as "where/wear, rough/ruff, caught/court" by going back to Anglo-Saxon or Old French pronunciation.(2) From the Nigerian Teachers' Certificate II, English Language 3, 1978.Choose the word or group of words that best completes each sentence. 62. I must confess that you are making me -guilty.A -feel C -feeling B -to feel D -to be feeling "You are making me to feel guilty", or even "to be feeling" is the common form throughout Africa and in many other Englishes. It makes no difference to the meaning and simplifies the learning load.(3) From the Certificate of Primary Education, Kenya, 1975. Study the underlined sentence. Then choose from the four sentences underneath it the one sentence which means the same as the underlined sentence and which is also correct English. 4. I need only a school uniform A -All what I need is a school uniform. B -All I need is a school uniform. C -School uniform is needed. D -Only I need a school uniform.Brought to you by |

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Communicative Interference: A Framework for Contrastively Analysing L2 Communicative Competence Exemplified With the Linguistic Behaviour of Japanese Performing in English

Cited by 24 publications

References 0 publications

SECOND LANGUAGE PROFICIENCY AND PAUSING A Study of Russian Speakers of English

SECOND LANGUAGE PROFICIENCY AND PAUSING A Study of Russian Speakers of English

Language Contact and Bilingualism

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