Pushing learners to the extreme: the artificial use of prefabricated material in conversation

Abstract

Adult second language learners often come across as proficient but not native-like, with a command of the words and grammar of the language, but not of its idiomaticity. Idiomaticity resides in selecting the most native-like turn of phrase from a larger set of ways in which a particular message might be grammatically expressed. This article investigates what happens when learners are pushed to use native-like phrases in conversation. In an experiment inspired by TALK (a computer-assisted speech aid for the disabled), L2 learners of English were provided with native-like ways of expressing specific messages for targeted conversations. Both TALK and the L2 study represent artificial approaches to conversational interaction, retaining characteristics of 'normal' conversation along with a range of additional features arising from the limitations of being forced to rely on prefabricated material. Comparative evaluations of the two types of interaction indicate that even entirely fixed formulaic language can be highly effective in conversation. However, the extreme conditions of language use explored here also expose persistent weaknesses inherent in relying too heavily on formulaic material. The study exemplifies the value of research at the interface of lexical and grammatical processing and identifies related implications for the language learner. IntroductionIn this article we evaluate the communicative outcomes of an extreme, controlled language training exercise in which preplanned language is used in real interaction. The main focus of our study is an experiment in which adult learners of L2 English were required to memorise native-like conversational turns for future interactions. The experiment investigated the extent to which the learners could accurately and effectively recall such material under the conditions of real interaction and thereby approximate native-like output to a greater degree than their linguistic proficiency normally permitted. The inspiration underlying the experimental study, and the framework for our analysis, was TALK, a communication aid for nonspeaking people (e.g. with cerebral palsy). In TALK, conversational turns are prestored on

Can lexical errors inform about word class acquisition in FL?: evidence from greek learners of Spanish as a foreign language

“…These fixed expressions have been proved highly effective in communication (Wray and Fitzpatrick 2010). This is very much in the line of the construction theory within the field of cognitive linguistics.…”

Predicting ESL learners’ oral proficiency by measuring the collocations in their spontaneous speech

“…Filling a collocational gap with an L1 translation, a rough synonym, or a paraphrase (Bygate, 1987;Fulcher, 2003;Schmitt, 1998) would certainly reduce the precision of vocabulary use. Wray and Fitzpatrick (2010) hold that using formulaic language reflects a speaker's intent "to select the most native-like expression from a larger set of ways in which a particular message might be grammatically expressed" (p. 37). Luoma (2004, p. 16) regards "well-chosen phrases" in L2 speech as evidence for the richness of the speaker's lexicon and suggests rewarding this aspect of language performance in the assessment.…”

Mechanisms of conflict and aggression in the dementia context

“…6 Compare also Sylvia, a person with cerebral palsy who used software to pre-construct, store and retrieve what she anticipated needing for her turns in conversation. Although she could not control what her interlocutors said, she exercised high levels of control of the discourse by formulating her turns in a manner that successfully avoided situations where she would have to break the flow of conversation by typing in new material in real time (see Wray 2002bWray , 2008Wray and Fitzpatrick 2010).…”

“…Since their usefulness derives from the fact that they make low cognitive demands and are generic, they cannot convey much explicit information. Joan, a singing teacher with symptoms indicative of Alzheimer's Disease (Wray 2010), produced output like "It makes it go on like that all the time" and "It's that kind of feeling, you know, of doing it". Hearers may be frustrated by the low communicative impact that a speaker can achieve in relation to the message content, even if high communicative impact is achieved in terms of overall communicative behaviour, manner, and so on.…”

“…Joan the singing teacher (Wray 2010(Wray , 2014 benefited from the dominance of a social script that placed her in the position of valued expert. The impetus of this well-rehearsed role, and the compliance of the students in adhering to their learner script, gave her the momentum to sustain authority and dignity even in the face cognitive difficulties and a measure of eccentric behaviour.…”