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June 20, 2007
Abstract
One branch of research in second language acquisition has investigated the ways a learner's interlanguage (IL) varies between tasks. IL variation research has examined linguistic, psycholinguistic, and sociolinguistic constraints, and has revealed much about this phenomenon. An additional potentially-useful perspective that has, to this point, been virtually unused in IL variation research and theory, is the cognitive psychology construct transfer of learning. This paper examines the relationship between IL variation and transfer of learning. An argument is made that IL performance is learning transfer; so, variation in IL performance may in some cases be related to constraints on learning transfer. If that is the case, research and theory on learning transfer can contribute to research and theory on IL variation, and several ways this may happen are described.
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June 20, 2007
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One of the choices available in English is between one-word verbs (train at the gym) and their multi-word counterparts (work out at the gym). Multi-word verbs tend to be colloquial in tone and are a particular feature of informal spoken discourse. Previous research suggests that English learners often have problems with multi-word verbs, and may even avoid their use. This study explores this issue further by comparing the likelihood of using multi-word vs. one-word verbs by both native speakers and advanced nonnatives. A questionnaire of 26 multi-word/one-word verb pairs showed that nonnatives were less likely to use multi-word verbs than native speakers in informal spoken contexts. Moreover, the amount of exposure to native-speaking environments did not have an effect on the likelihood of using the multi-word verbs. However, a corpus analysis of the same verb pairs showed that the one-word verbs are often more frequent in both written and spoken discourse.
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June 20, 2007
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Based on a corpus of ca. 18 1/2 hours of dyadic interactions between nearstrangers, this paper investigates the use of general extenders (GEs) by native speakers of New Zealand English (NSNZE) and German (NSG) in terms of their forms and frequencies. The results are compared with the use of GEs produced by German non-native speakers of English (GNNSE). GEs are a group of pragmatic devices such as and things like that, or something, which have been associated with expressing epistemic modality and interpersonal politeness. The results of the study suggest that, while NSG use GEs more frequently than NSNZE, GE construction in English is more flexible than in German. Furthermore, GNNSE seem to transfer some NSG forms to English, creating nonnative-like structures. An increased awareness of the native norms in terms of construction and use of GEs might help non-native speakers facilitate communication in cross-cultural interactions and establish interpersonal rapport.