Information highlighting in advanced learner English: the syntax-pragmatics interface in second language acquisition
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Abschlussarbeit Buch |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam [u.a.]
Benjamins
2009
|
| Schriftenreihe: | Pragmatics & beyond / New series
186 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | XVIII, 293 S. graph. Darst. |
| ISBN: | 9789027254313 9789027289483 |
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Datensatz im Suchindex
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| adam_text | Titel: Information highlighting in advanced learner English
Autor: Callies, Marcus
Jahr: 2009
Table of contents
Abbreviations ix
List of tables xi
List of figures xv
Preface xvn
CHAPTER 1
Introduction 1
CHAPTER 2
Information highlighting in English 9
2.1 General functional principles of discourse organization 10
2.1.1 Major concepts of information structure 13
2.1.1.1 Sentence position and information status 13
2.1.1.2 Syntactic weight 17
2.1.1.3 Topic and focus 19
2.1.1.4 Cases of emphasis: Intensification and contrast 21
2.2 Means of information highlighting in English 24
2.2.1 Lexico-grammatical means 24
2.2.1.1 Emphatic do 24
2.2.1.2 Focus particles 26
2.2.1.3 Pragmatic markers 29
2.2.2 Focus constructions 31
2.2.2.1 Inversion 32
2.2.2.2 Preposing 36
2.2.2.3 Clefts 40
2.2.2.4 Extraposition 47
2.2.2.5 Frequency and register variation 51
2.2.2.6 The markedness of focus constructions 53
chapter 3
Information structure and information highlighting
in English and German 59
3.1 Basic word order in English and German and its impact
on information structure 59
3.2 Focusing devices in English and German 66
3.2.1 Topicalization vs. preposing 66
3.2.2 Inversion 68
3.2.3 Clefts 69
3.2.4 Lexico-grammatical means 77
3.2.5 Summary ~]~j
chapter 4
Pragmatics and information highlighting in SLA research 79
4.1 Pragmatics in SLA 79
4.1.1 The syntax-pragmatics interface in language acquisition 85
4.2 Information structure and focusing devices in SLA research 89
4.2.1 Information structure in early and advanced SLA 89
4.2.2 Lexical intensifiers and focus particles 96
4.2.3 Pragmatic markers 99
4.2.4 Focus constructions 100
4.2.5 Summary 104
4.3 Language universals, markedness and crosslinguistic influence in SLA 106
4.3.1 Language universals, language typology and SLA: Universal
Grammar vs. the functional-typological approach 106
4.3.2 Typological markedness and its interplay
with crosslinguistic influence 108
4.4 Research hypotheses 111
chapter 5
Research design 115
5.1 Assessing L2 proficiency: Denning the advanced learner 115
5.2 Research instruments 117
5.2.1 Experimental study 118
5.2.1.1 Production: Discourse completion 120
5.2.1.2 Metapragmatic assessment: Pragmalinguistic judgments 123
5.2.1.3 Introspection: Retrospective interviews 126
5.2.2 Learner-corpus study 127
5.3 Procedures of data analysis 129
5.3.1 Experimental data 129
5.3.2 Corpus data 133
chapter 6
Experimental study 135
6.1 Elicited production 135
6.1.1 Native speakers vs. learners 135
6.1.1.1 Syntactic means 141
6.1.1.2 Lexico-grammatical means 145
6.1.2 Learners LI vs. L2 147
6.1.2.1 Syntactic means 151
6.1.2.2 Lexico-grammatical means 156
6.2 Metapragmatic assessment 158
6.3 Introspection 164
6.4 Summary 177
chapter 7
Learner-corpus study 181
7.1 Syntactic means 181
7.1.1 Clefts 181
7.1.2 Preposing 194
7.1.3 Inversion 195
7.1.4 Extraposition 198
7.1.5 There-sentences: Existentials and presentationals 201
7.2 Lexico-grammatical means 202
7.3 Summary 204
chapter 8
Discussion and conclusion 207
8.1 Interpretation of findings 207
8.2 Methodological problems and limitations of the study 213
8.3 Pedagogical implications 215
8.4 Suggestions for further research 219
References 221
Appendices 237
Appendix 1. Story used for the elicitation tasks 237
Appendix 2. Elicitation questionnaire - English version 247
Appendix 3. Elicitation questionnaire - German version 261
Appendix 4. Contingency tables 278
Appendix 5. Individual use of focusing devices by native speakers
and learners (experimental study) 281
Appendix 6. Rankings for individual test items, native speakers vs. learners
(assessment questionnaire, English version) 283
Index 291
List of tables
Table 1. Distribution of different types of focusing adverbials across spoken and
written English (Tottie 1986:98) 28
Table 2. Non-foe main verbs appearing in inversions (adapted from
Birner 1995:251f.) 34
Table 3. Average length of focused and presupposed elements in it- and w/j-clefts
(Prince 1978:886) 42
Table 4. Predicate types of focused utterance in wh-defts (Kim 1995:252) 42
Table 5. Distribution of (non-)extraposed clausal subjects (Erdmann 1988:330f.) 49
Table 6. Frequencies of (non-)extraposed clausal subjects in ICE-GB
(Kaltenbock 2000:158) 49
Table 7. Information status of the subject clause in (non-)extraposition
(Kaltenbock 2000:163, 165) 50
Table 8. Frequencies of preposing and cleft constructions across discourse types
per 75,000 words (adapted from Geluykens 2000:44) 52
Table 9. Frequency of (non-)extraposed clausal subjects in the spoken and written
part of ICE-GB (Kaltenbock 2000:158) 53
Table 10. Topological fields in the German sentence 62
Table 11. Frequencies of cleft types in English and German
(Erdmann 1990b/Kiese 1993) 73
Table 12. Focused elements in es-/!f-clefts in English and German
(Erdmann 1990b/Kiese 1993) 73
Table 13. Constituents to be highlighted for intensification 121
Table 14. Constituents to be highlighted for contrast 122
Table 15. Overall use of focusing devices by native speakers and learners 136
Table 16. Native speakers use of focusing devices for intensification and contrast 139
Table 17. Learners use of focusing devices for intensification and contrast 139
Table 18. Position of key information in responses without specific
focusing device 140
Table 19. Syntactic and lexical devices used in combination 141
Table 20. Overall use of truncated and full ft-clefts 142
Table 21. Native speakers overall use of clefts 142
Table 22. Learners overall use of clefts 142
Table 23. Syntactic function of highlighted elements in clefts (native speakers) 143
Table 24. Syntactic function of highlighted elements in clefts (learners) 143
Table 25. Fronted constituents in preposed structures 143
Table 26. Types of (non-)extraposed subject clauses used 145
Table 27. Use of focus particles 145
Table 28. Use of emphatic do 146
Table 29. Native speakers use of pragmatic markers 146
Table 30. Learners use of pragmatic markers 146
Table 31. Pragmatic markers used in combination with other lexical devices 147
Table 32. Learners overall use of focusing device in LI and L2 148
Table 33. Learners use of focusing devices for intensification in LI and L2 149
Table 34. Learners use of focusing devices for contrast in LI and L2 150
Table 35. Learners responses without specific focusing device in LI and L2 151
Table 36. Position of key information in learner responses without specific
focusing device in LI and L2 151
Table 37. Overall use of clefts in LI and L2 152
Table 38. Syntactic function of highlighted elements in learners English clefts 152
Table 39. Syntactic function of highlighted elements in learners German clefts 152
Table 40. Learners use of clefts in LI and L2 for intensification and contrast 153
Table 41. Preposed/topicalized constituents in LI and L2 153
Table 42. Type of preposed constituents in inversion in LI 154
Table 43. Types of (non-)extraposed subject clause used in LI and L2 154
Table 44. Syntactic and lexical devices used in combination 155
Table 45. Learners use of modal particles in German 156
Table 46. Learners use of combinations of lexical means in German 156
Table 47. Learners use of focus particles in German 157
Table 48. Learners use of pragmatic markers in German 157
Table 49: Learners use of pragmatic markers in English 158
Table 50. Overall use of clefts by native speakers and learners in the corpora 181
Table 51. Log-likelihood and significance rates for the use of clefts in the corpora 182
Table 52. Syntactic function of highlighted elements in ff-clefts in the corpora 182
Table 53. Type of focus conveyed in if-clefts in the corpora 183
Table 54. Additional lexical devices occurring in ff-clefts in the corpora 184
Table 55. Mi-elements in wh-defts in the corpora 185
Table 56. Highlighted elements in basic and reversed what-defts in the corpora 186
Table 57. Average number of words of highlighted element in what-defts
in the corpora 186
Table 58. Initial elements in reversed wh-defts in the corpora 187
Table 59. Types of verbs typically used in the initial wh-dause of wh-defts
(Kim 1995) 189
Table 60. Functions of basic wh-defts in the corpora 190
Table 61. Verb types in the initial w/i-dause of basic wh-defts in the corpora 191
Table 62. Additional lexical devices in intensifying uses of wh-defts in the corpora 191
Table 63. Basic and reversed th-defts in the corpora 192
Table 64. Highlighted elements in basic tfj-clefts in the corpora 193
Table 65. Initial elements in reversed th-defts in the corpora 193
Table 66. Average number of words of highlighted element in th-defts
in the corpora 193
Table 67. Preposed constituents in preposing structures 194
Table 68. Verbs occurring in inversions in the corpora 195
Table 69. Types of preposed constituents in inversions depending on verb type 196
Table 70. (Non-)extraposed subject clauses in LOCNESS 199
Table 71. (Non-)extraposed subject clauses in ICLE 199
Table 72. Average number of words and information status of non-extraposed
to-clauses and remaining part of the sentence 199
Table 73. Use of existentials and presentationals by the native speakers and learners
in the corpora 201
Table 74. Type of focus conveyed in emphatic do 203
Table 75. Lexical devices occurring in contrastive and non-contrastive uses
of emphatic do in the corpora 203
Table 76. Frequency of use of focus particles and lexical intensifiers by the native
speakers and learners in the corpora 204
List of figures
Figure 1. Taxonomy of assumed familiarity (Prince 1981) 15
Figure 2. Information-status categories in a system of identifiability and activation
(adapted from Lambrecht 1994:109) 16
Figure 3. Example of discourse completion task in production
questionnaire, situation 1 120
Figure 4. Example of discourse completion task in production
questionnaire, situation 2 120
Figure 5. Example of judgment task in assessment questionnaire, situation 1 124
Figure 6. Explicit contrast in response options in assessment
questionnaire, situation 2 125
Figure 7. Triangulation of research instruments (experimental study) 127
Figure 8. Use of jf-clefts by native speaker and learners 137
Figure 9. Use of preposing by native speakers and learners 137
Figure 10. Use of questions by native speakers and learners 138
Figure 11. Medians for the rating of preposing by native speakers and learners 159
Figure 12. Confidence intervals for the average ratings of inversion and preposing 162
Figure 13. Confidence intervals for the average ratings of if- and wh-defts 162
This book presents the first detailed and comprehensive study of
information highlighting in advanced learner language, echoing
the increasing interest in questions of near-native competence
in SLA research and contributing to the description of advanced
¡nterlanguages. It examines the production and comprehension
of specific means
ofinformation
highlighting in English by
native speakers and German learners of English as a foreign
language, presenting triangulated experimental and learner
corpus data as corroborating evidence. The study focuses on
learners use of discourse-pragmatically motivated variations of
the basic word order such as inversion, preposing, and it- and
wh-clefts, an underexplored field in SLA research to date.
The book also provides a critical re-assessment of the study of
pragmatics within SLA. It has largely been neglected to date that L2
pragmatic knowledge includes more than the sociopragmatic and
pragmalinguistic abilities for understanding and performing speech
acts. Thus, the book argues for an extension of the scope of inquiry
in ¡nterlanguage pragmatics beyond the cross-cultural investigation
of speech acts. It also discusses pedagogical implications for foreign
language teaching and will be of interest to applied linguists and
SLA researchers, language teachers and curriculum designers.
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| series2 | Pragmatics & beyond / New series |
| spelling | Callies, Marcus 1974- Verfasser (DE-588)138116369 aut Information highlighting in advanced learner English the syntax-pragmatics interface in second language acquisition Marcus Callies Amsterdam [u.a.] Benjamins 2009 XVIII, 293 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Pragmatics & beyond / New series 186 Teilw. zugl.: Marburg, Univ., Diss., 2006 Englisch (DE-588)4014777-0 gnd rswk-swf Native speaker (DE-588)4125013-8 gnd rswk-swf Pragmatik (DE-588)4076315-8 gnd rswk-swf Deutsch (DE-588)4113292-0 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Thema-Rhema-Gliederung (DE-588)4059734-9 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Deutsch (DE-588)4113292-0 s Native speaker (DE-588)4125013-8 s Englisch (DE-588)4014777-0 s Fremdsprachenlernen (DE-588)4071461-5 s Pragmatik (DE-588)4076315-8 s Thema-Rhema-Gliederung (DE-588)4059734-9 s DE-604 New series Pragmatics & beyond 186 (DE-604)BV002551261 186 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017395951&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017395951&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Callies, Marcus 1974- Information highlighting in advanced learner English the syntax-pragmatics interface in second language acquisition Englisch (DE-588)4014777-0 gnd Native speaker (DE-588)4125013-8 gnd Pragmatik (DE-588)4076315-8 gnd Deutsch (DE-588)4113292-0 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd Thema-Rhema-Gliederung (DE-588)4059734-9 gnd |
| subject_GND | (DE-588)4014777-0 (DE-588)4125013-8 (DE-588)4076315-8 (DE-588)4113292-0 (DE-588)4071461-5 (DE-588)4059734-9 (DE-588)4113937-9 |
| title | Information highlighting in advanced learner English the syntax-pragmatics interface in second language acquisition |
| title_auth | Information highlighting in advanced learner English the syntax-pragmatics interface in second language acquisition |
| title_exact_search | Information highlighting in advanced learner English the syntax-pragmatics interface in second language acquisition |
| title_full | Information highlighting in advanced learner English the syntax-pragmatics interface in second language acquisition Marcus Callies |
| title_fullStr | Information highlighting in advanced learner English the syntax-pragmatics interface in second language acquisition Marcus Callies |
| title_full_unstemmed | Information highlighting in advanced learner English the syntax-pragmatics interface in second language acquisition Marcus Callies |
| title_short | Information highlighting in advanced learner English |
| title_sort | information highlighting in advanced learner english the syntax pragmatics interface in second language acquisition |
| title_sub | the syntax-pragmatics interface in second language acquisition |
| topic | Englisch (DE-588)4014777-0 gnd Native speaker (DE-588)4125013-8 gnd Pragmatik (DE-588)4076315-8 gnd Deutsch (DE-588)4113292-0 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd Thema-Rhema-Gliederung (DE-588)4059734-9 gnd |
| topic_facet | Englisch Native speaker Pragmatik Deutsch Fremdsprachenlernen Thema-Rhema-Gliederung Hochschulschrift |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017395951&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017395951&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV002551261 |
| work_keys_str_mv | AT calliesmarcus informationhighlightinginadvancedlearnerenglishthesyntaxpragmaticsinterfaceinsecondlanguageacquisition |