Information Highlighting in Advanced Learner English

Callies, Marcus

doi:10.1075/pbns.186

Cited by 30 publications

(12 citation statements)

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“…On the one hand, they can be considered as 'expert' on account of the fact that all assignments are top-rated ones in terms of content. And, indeed, Wulff and Römer's (2009) contrastive research on MICUSP indicates that the writers show mastery of academic genres at the phraseological level (see Callies 2009 for further discussion of this issue). On the other hand, BAWE and MICUSP could also conceivably be seen as 'learner', regardless of whether the students are L1 or L2 writers, as obtaining high scores may not necessarily equate with genre mastery and in some cases there may be phraseological infelicities.…”

Section: Genre/register Influencesmentioning

confidence: 94%

Corpora and Language Education

Flowerdew

2012

130

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Section: Genre/register Influencesmentioning

confidence: 94%

Corpora and Language Education

Flowerdew

2012

130

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“…Utterances can have various meanings depending upon the larger context (e.g., setting, speakers, discussion goals) (Flowerdew and Miller 2005) as well as micro-level conversation details (e.g., turn-taking norms, speakers' pauses, overlapping speech) (Heritage 2005;Sacks et al 1974). Listeners' understanding of pragmatics involves identifying and determining what contextual aspects are important to make meaning of the speaker's talk (Callis 2009;Flowerdew and Miller) and the application of taken-for-granted knowledge for understanding talk (Field 2008). Given the attention necessary to sentencelevel details, second language listeners may have difficulty understanding speakers' intended pragmatic meanings (Field 2008).…”

Section: Pragmatic Comprehensionmentioning

confidence: 99%

Communication Between Early Educators and Parents who Speak English as a Second Language A Semantic and Pragmatic Perspective

Cheatham

2011

Early Childhood Educ J

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In this article, we discuss communication between early educators speaking their native language and parents who speak English as a second language. Parents who may have a limited proficiency in the second language face challenges to understanding semantic and pragmatic aspects of English. Actual early childhood conference talk in which parents were speaking English as a second language will illustrate potential difficulties to listening comprehension and communication. Additionally, semantics and pragmatics will be used as a framework for recommending strategies to facilitate these parents' ability to comprehend and communicate during discussions with early educators.Keywords Diversity Á Parent Participation Á Bilingual Á English as a second language Increasingly, children in early childhood programs and their families come from diverse linguistic backgrounds. Consequently, early educators are more likely now than in the past to communicate with parents who are speaking their second language, for example during parent-teacher conferences, IFSP (Individualized Family Service Plan) meetings, and IEP (Individualized Education Plan) meetings. As such, early educators including early childhood special educators, could benefit from an understanding of challenges for parents who speak their second language during interactions with early educators and methods to facilitate parent participation in light of some parents' limited second language proficiency.Researchers indicate that early childhood and K-12 general and special education programs face challenges communicating with parents from linguistically diverse backgrounds due to cultural and linguistic differences; this includes education programs' difficulties accommodating parents who do not speak English well (e.g.

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“…We conjecture that children acquiring any language are likely to find novel referents more salient than old referents. However, it is possible that children acquiring a relatively rigid word order language, such as English (Callies 2009), are less likely to reorder noun phrases based on their information status, even though adult speakers of English are willing to do so when producing conjunct NPs. On the other hand, children acquiring Mandarin are exposed to grammatical patterns that are frequently motivated by discourse-pragmatic considerations in constructions other than conjunct NPs alone.…”

Section: Discussionmentioning

confidence: 99%

Information Structure and Word Order Preference in Child and Adult Speech of Mandarin Chinese

et al. 2020

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The acquisition of appropriate linguistic markers of information structure (IS), e.g., word order and specific lexical and syntactic constructions, is a rather late development. This study revisits the debate on language-general preferred word order in IS and examines the use of language-specific means to encode IS in Mandarin Chinese. An elicited production study of conjunct noun phrases (NPs) of new and old referents was conducted with native Mandarin-speaking children (N = 24, mean age 4;6) and adults (N = 25, mean age 26). (The age of children is conventionally notated as years;months). The result shows that adults differ significantly from children in preferring the “old-before-new” word order. This corroborates prior findings in other languages (e.g., German, English, Arabic) that adults prefer a language-general “old-before-new” IS, whereas children disprefer or show no preference for that order. Despite different word order preferences, Mandarin-speaking children and adults resemble each other in the lexical and syntactic forms to encode old and new referents: bare NPs dominate the conjunct NPs, and indefinite classifier NPs are used for both the old and the new referents, but when only one classifier phrase is produced, it is predominantly used to refer to the new referents, which suggests children’s early sensitivity to language-specific syntactic devices to mark IS.

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Information Highlighting in Advanced Learner English

Cited by 30 publications

References 0 publications

Corpora and Language Education

Corpora and Language Education

Communication Between Early Educators and Parents who Speak English as a Second Language A Semantic and Pragmatic Perspective

Information Structure and Word Order Preference in Child and Adult Speech of Mandarin Chinese

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