2024-03-28T09:19:03Zhttps://escholarship.org/oaioai:escholarship.org:ark:/13030/qt67r5r3ws2023-11-01T01:19:22Z am 3u Issues in Applied LinguisticsVol. 24, no. 1 (Jan. 2023)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/67r5r3wsFrancis, Norbertauthor2023-01-01Book reviewpublicPsycholinguistic Approaches to Instructed Second Language Acquisition: Linking Theory, Findings and Practice. Daniel R. Walter. Multilingual Matters, 2023, 210 pp.articlelocaloai:escholarship.org:ark:/13030/qt52g4r20k2023-11-01T01:19:22Z am 3u Issues in Applied LinguisticsVol. 24, no. 1 (Jan. 2023)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/52g4r20kMoummou, AzizauthorFathi, Saidauthor2023-01-01Post-modern research has shifted attention in language policy and planning from central decision-making to lower-scale agency. However, there is a paucity of studies assessing the nature and quality of papers about agency in language policy and planning ecology. Considering Preferred Reporting Items for Systematic Reviews and Meta-Analysis, this study examines how language policy scholars approached the agentive roles of local arbiters. All research papers published about agency in language policy and planning across three databases in the last five years were considered for this review. The results indicate that the conceptualization, design, and execution of agency-oriented research are not yet woven into a fully-fledged theoretical fabric.publicsystematic reviewagencylanguage policyecologymicroplanningAgency in the Ecology of Language Policy and Planning: A systematic literature reviewarticlelocaloai:escholarship.org:ark:/13030/qt5w57w66x2022-11-02T16:53:39Z am 3u Issues in Applied LinguisticsVol. 23, no. 1 (Jan. 2022)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5w57w66xFrancis, Norbertauthor2022-01-01Book review.publicbilingualismThe Mysteries of Bilingualism: Unresolved Issues by François Grosjeanarticlelocaloai:escholarship.org:ark:/13030/qt9fh9c5q42022-11-02T16:53:38Z am 3u Issues in Applied LinguisticsVol. 23, no. 1 (Jan. 2022)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9fh9c5q4Saeli, Hoomanauthor2022-01-01We conducted a qualitative study with 14 Iranian EFL teachers to explore their perceptions about feedback and to investigate the factors that mediated their translation into feedback practices. As our analysis indicated, students’ expectations, teachers’ perceptions, institutional guidelines, and parents' expectations were important constituents of our teachers’ perceptions. Our analysis also suggested that our participants’ perceptions were comprised of a network of variables, and these variables were at times conflicting. For instance, while the teachers valued feedback on content and organization, their students preferred grammar-centered written feedback. These student expectations were also reported to affect English institutions’ guidelines regarding the provision of written feedback. However, our findings showed that students’ expectations were the dominant factors which ultimately determined the translation of our teachers’ perceptions to their feedback practices. Overall, the findings indicate that our teachers’ perceptions are rarely the basis for their practice, primarily because of dominant student perceptions.publicCorrective FeedbackTeacher PerceptionsTeacher PracticesTeachers’ Perceptions about Feedback and Their Feedback Practices: Are They in Line?articlelocaloai:escholarship.org:ark:/13030/qt73k2z1ft2021-11-08T23:09:39Z am 3u Issues in Applied LinguisticsVol. 22, no. 0 (Jan. 2021)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/73k2z1ftArens, Mathijsauthor2021-01-01Book ReviewpublicExtending Applied Linguistics for Social Impact: Cross-Disciplinary Collaborations in Diverse Spaces of Public Inquiry.articlelocaloai:escholarship.org:ark:/13030/qt1px7x5sq2021-11-08T23:09:38Z am 3u Issues in Applied LinguisticsVol. 22, no. 0 (Jan. 2021)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1px7x5sqCollings Ralph, Dyanauthor2021-01-01publicObservations of an Exceptional Pandemic-Era ESL Classarticlelocaloai:escholarship.org:ark:/13030/qt0sq0r2r92021-11-08T23:09:38Z am 3u Issues in Applied LinguisticsVol. 22, no. 0 (Jan. 2021)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0sq0r2r9Arens, Mathijsauthor2021-01-01publicTeaching Imperatives: Both Moral and Superfluousarticlelocaloai:escholarship.org:ark:/13030/qt3pv279vw2021-11-08T23:09:37Z am 3u Issues in Applied LinguisticsVol. 22, no. 0 (Jan. 2021)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3pv279vwVoegelin, CristinaauthorKeller, Stefan Danielauthor2021-01-01This experimental study investigated pre-service and experienced teachers’ formative feedback responding to upper-secondary English as a Second Language (ESL) argumentative essays. It examined differences in feedback quality and linguistic features regarding teaching experience and text quality (high/low). We developed holistic criteria of effective formative feedback based on empirical findings in order to rate comments by 26 experienced and 41 pre-service teachers. Natural language processing tools were then applied to evaluate linguistic features of these comments. Results indicate that teachers provided more high-quality feedback to stronger essays than to weaker texts. No significant difference was found between pre-service and experienced teachers in terms of feedback quality. Further, comment length and absence of negative adjectives seem to predict feedback quality. Implications for research and practice are discussed.publicformative feedbacksecond language writingnatural language processingteacher educationLinguistic Features of Formative Feedback on ESL Argumentative Writing: Comparing Pre-service and Experienced Teachersarticlelocaloai:escholarship.org:ark:/13030/qt3db0d4pq2021-11-08T23:09:36Z am 3u Issues in Applied LinguisticsVol. 22, no. 0 (Jan. 2021)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3db0d4pqAsh-Cervantes, Rebeccaauthor2021-01-01EditorialpublicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt2wm063852020-07-16T22:06:48Z am 3u Issues in Applied LinguisticsVol. 21, no. 1 (Jan. 2020)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2wm06385Arens, Mathijsauthor2020-01-01Book ReviewpublicBook Reviewarticlelocaloai:escholarship.org:ark:/13030/qt1mt841b82020-07-16T22:06:48Z am 3u Issues in Applied LinguisticsVol. 21, no. 1 (Jan. 2020)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1mt841b8Moline, Emily Arielauthor2020-01-01This paper addresses the issue of indigenous language revitalization in California and the United States as it relates to language policy in schools. How do language policies—specifically, No Child Left Behind, the Native American Languages Act, and those of local funding—affect revitalization efforts? Based on a grounded exploration of language policies regarding Native American communities in the State of California, this paper offers: 1) a close analysis of how policies relegate Native community language needs to the background, and 2) how the realities of funding affect the implicit and explicit statements of these policies. In particular, a critical discourse analysis of policy documents is put forth. This analysis reveals that language revitalization efforts involve more than communities working to teach dying languages; they involve us addressing several background issues concerning existing language policies as well as efforts on the part of funders to raise awareness of Native American language concerns.publiclanguage policyNo Child Left BehindNative American Languages Actlanguage educationdiscourse analysisIndigenous Language Teaching Policy in California/the U.S.: What’s Left Unsaid in Discourse/Fundingarticlelocaloai:escholarship.org:ark:/13030/qt93c0k7t02020-07-16T22:06:47Z am 3u Issues in Applied LinguisticsVol. 21, no. 1 (Jan. 2020)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/93c0k7t0Lee, Ha Rimauthor2020-01-01This paper builds on and extends Seedhouse (2004)’s study on conversational interaction and second language (L2) learning in formal pedagogical contexts through a longitudinal investigation of repair. Theoretically, the project engages with concepts of repair and language learning within the field of Conversation Analysis (CA) and attempts to re-examine the relationship between L2 repair and L2 classroom contexts proposed by Seedhouse. Methodologically, the research employs conversation analytic approach to L2 spoken data and as a departure from the traditional CA approach, it incooperates quantitative analysis as well as the researcher’s field notes and interviews to explore the complexities of L2 repair in terms of its sequential organization overtime.The findings supported Seedhouse in that L2 repair is sequenced differently in accordance with the pedagogic goals set by the teacher. More importantly, this study adds to the previous research in that the learners orientated to achieving L2 accuracy in all pedagogic contexts regardless of the initial pedagogic focus.publicL2 repairL2 learningConversation AnalysisEnglish as a second language.A Longitudinal Study of Sequential Organization of L2 Repair in Classroom Contextsarticlelocaloai:escholarship.org:ark:/13030/qt9dq2r1w42016-05-27T04:58:56Z am 3u Issues in Applied LinguisticsVol. 4, no. 2 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9dq2r1w4Fantuzzi, Cherylauthor1993-01-01publicDoes Conceptualization Equal Explanation in SLA?articlelocaloai:escholarship.org:ark:/13030/qt9vb089h52016-05-27T04:58:54Z am 3u Issues in Applied LinguisticsVol. 4, no. 2 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9vb089h5Kachru, Braj B.author1993-01-01publicEthical Issues in Applying Linguistics: Afterwordarticlelocaloai:escholarship.org:ark:/13030/qt4935z1082016-05-27T04:58:52Z am 3u Issues in Applied LinguisticsVol. 4, no. 2 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4935z108Wolfram, Waltauthor1993-01-01publicEthical Considerations in Language Awareness Programsarticlelocaloai:escholarship.org:ark:/13030/qt0mc8z57p2016-05-27T04:58:50Z am 3u Issues in Applied LinguisticsVol. 4, no. 2 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0mc8z57pStanfield, Charles W.author1993-01-01publicEthics, Standards, and Professionalism in Language Testingarticlelocaloai:escholarship.org:ark:/13030/qt50c3q2hr2016-05-27T04:58:48Z am 3u Issues in Applied LinguisticsVol. 4, no. 2 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/50c3q2hrMcCallum-Bayliss, Heatherauthor1993-01-01publicEthical Dilemmas for the Computational Linguist in the Business Worldarticlelocaloai:escholarship.org:ark:/13030/qt2hz0n8442016-05-27T04:58:47Z am 3u Issues in Applied LinguisticsVol. 4, no. 2 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2hz0n844Hamilton, Heidi E.author1993-01-01publicEthical Issues for Applying Linguistics to Clinical Contexts: The Case of Speech-Language Pathologyarticlelocaloai:escholarship.org:ark:/13030/qt4529n05d2016-05-27T04:58:44Z am 3u Issues in Applied LinguisticsVol. 4, no. 2 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4529n05dFinegan, Edwardauthor1993-01-01publicEthical Considerations for Expert Witnesses in Forensic Linguisticsarticlelocaloai:escholarship.org:ark:/13030/qt112729nt2016-05-27T04:58:43Z am 3u Issues in Applied LinguisticsVol. 4, no. 2 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/112729ntConnor-Linton, Jeffauthor1993-01-01publicThe Problem of Solutions: To Cautionary Cases for Applying Conversation Analysis to Businessarticlelocaloai:escholarship.org:ark:/13030/qt26q9q5xh2016-05-27T04:33:28Z am 3u Issues in Applied LinguisticsVol. 4, no. 1 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/26q9q5xhLem, Lawrenceauthor1993-01-01AbstractpublicA Comparative Review of Two EST Writing Textbooks by Lawrence Lemarticlelocaloai:escholarship.org:ark:/13030/qt6bh2377v2016-05-27T04:33:27Z am 3u Issues in Applied LinguisticsVol. 4, no. 1 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6bh2377vKreueter, Betsyauthor1993-01-01ReviewpublicReview of: Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachersarticlelocaloai:escholarship.org:ark:/13030/qt3vz0x9322016-05-27T04:33:26Z am 3u Issues in Applied LinguisticsVol. 4, no. 1 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3vz0x932Agajeenian, Robert A.author1993-01-01Review of the article Immigrant Languages of Europe an article that was edited by Guus Extra and Ludo Verhoeven. Published in Multilingual Matters, Ltd. 1993. Page 326.publicREVIEW: Immigrant Languages of Europearticlelocaloai:escholarship.org:ark:/13030/qt12n7d83v2016-05-27T04:33:24Z am 3u Issues in Applied LinguisticsVol. 4, no. 1 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/12n7d83vShirai, YasuhiroauthorYap, Foong-Haauthor1993-01-01AbstractpublicIn Defense of Connectionismarticlelocaloai:escholarship.org:ark:/13030/qt1037r35p2016-05-27T04:33:22Z am 3u Issues in Applied LinguisticsVol. 4, no. 1 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1037r35pHalmari, Helenaauthor1993-01-01AbstractpublicCode-Switching as an Evaluative Device in Bilingual Discoursearticlelocaloai:escholarship.org:ark:/13030/qt6rw3z3sj2016-05-27T04:33:21Z am 3u Issues in Applied LinguisticsVol. 4, no. 1 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6rw3z3sjBroeder, Peterauthor1993-01-01AbstractpublicLearning to Understand in Interethnic Communicationarticlelocaloai:escholarship.org:ark:/13030/qt491867pt2016-05-27T04:33:20Z am 3u Issues in Applied LinguisticsVol. 4, no. 1 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/491867ptKlein, Elaine C.author1993-01-01AbstractpublicA Problem for UG in L2 Acquisitionarticlelocaloai:escholarship.org:ark:/13030/qt9gh8c6mq2016-05-27T04:33:19Z am 3u Issues in Applied LinguisticsVol. 4, no. 1 (Jan. 1993)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9gh8c6mqStansfield, Charles W.authorKenyon, Dorry Mannauthor1993-01-01AbstractpublicLinguisticsHausaSpeaking TestDevelopment and Validation of the Hausa Speaking Test with the ACTFL Proficiency Guidelinesarticlelocaloai:escholarship.org:ark:/13030/qt4pz8x4d92016-03-31T02:00:17Z am 3u Issues in Applied LinguisticsVol. 20, no. 0 (Jan. 2016)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4pz8x4d9Wilson, Scott Keohookalaniauthor2016-01-01Scott Wilsonpubliclanguage policylanguage planningLanguage Policyarticlelocaloai:escholarship.org:ark:/13030/qt6gt7j5nf2016-03-31T02:00:16Z am 3u Issues in Applied LinguisticsVol. 20, no. 0 (Jan. 2016)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6gt7j5nfFernandez-Calienes, Raulauthor2016-01-01The book Reading, Writing, and Learning in ESL is a resource that can be helpful to educators as they develop curricula and materials for their classes, particularly if they work in cross-disciplinary contexts. The work is valuable for both beginning and advanced-level teachers.publicESLreadingwritinglearningteachingReview of the book [Reading, writing, and learning in ESL: A resource book for teaching K-12 English learners], by S. F. Peregoy & O. F. Boyle with K. Cadeiro-Kaplanarticlelocaloai:escholarship.org:ark:/13030/qt993425h12016-03-31T02:00:14Z am 3u Issues in Applied LinguisticsVol. 20, no. 0 (Jan. 2016)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/993425h1Nguyen, Mai-Hanauthor2016-01-01During the last two decades conversation analysis (CA) has been used in second language classroom research to understand how instructors and their students achieve teaching and learning (Barraja-Rohan, 2011; Koshik, 1999; Markee, 2004; Wagner, 1996). Recent scholars have taken an approach that combines analysis of both talk and the body (Majlesi, 2014; McCafferty, 2006; Olsher, 2003; Platt and Brooks, 2008). Along with the work of the recent scholars, this study looks at how one teacher effectively uses talk, the body, and material artifacts to teach pronunciation in an ESL class in an intensive ESL program. By looking at the teacher’s talk, her embodied movements, and her use of material artifacts, the study sheds light on how the teacher and her students achieve teaching and learning regarding stressed syllables/words and the pronunciation of the phrase ‘It would.’publictalkthe bodygesturessecond language classroom researchsecond language pedagogyA micro-analysis of embodiments and speech in the pronunciation instruction of one ESL teacherarticlelocaloai:escholarship.org:ark:/13030/qt3v7478vg2016-03-31T02:00:13Z am 3u Issues in Applied LinguisticsVol. 20, no. 0 (Jan. 2016)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3v7478vgWalls, LauraauthorKelley, Jeremyauthor2016-01-01
This study explores the reflections of 27 native and high-proficiency English-speaking students in two sections of a six-week U.S. college undergraduate content/writing course, to determine what factors influence student receptivity to peer feedback. Reflections stemmed from weekly writing journals designed to enhance process writing skill development, and assessed how amenable students were to peer feedback. Subsequent qualitative analyses resulted in four significant student-generated orientations, each with substantial potential to inform peer review as a component of classroom process writing. The four orientations were: a) overall value orientations; b) interpersonal assessment orientations; c) feedback level orientations; and d) critical assessment orientations. Based upon these findings, several suggestions for improving peer review classroom pedagogy are explored, resulting in implications for enhancing peer review practices more generally and the subsequent reception of student feedback, with relevance for L1 and L2 writing instructional contexts.
publicUsing Student Writing Reflections to Inform Our Understanding of Feedback Receptivityarticlelocaloai:escholarship.org:ark:/13030/qt19b8197x2016-03-31T02:00:11Z am 3u Issues in Applied LinguisticsVol. 20, no. 0 (Jan. 2016)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/19b8197xGriswold, Olgaauthor2016-01-01This paper explores how speakers use direct reported speech (DRS) and indirect reported speech (IDRS) in conversational narratives to establish the importance of particular story characters to the plot and to display the interactional goal of the story. When the story is designed as being about a particular person, the speaker uses DRS to depict the character’s behavior and qualities, thus marking the centrality of the character to the plot. When the story is designed as being about a non-human phenomenon (e.g. the quality of healthcare, the noise in the neighborhood, etc.), the narrator may use IDRS to mark characters as secondary or even tangential to the plot. By manipulating the grammatical resources of reporting someone else’s talk, storytellers can also manipulate the centrality of the story characters to the interactional point of the narrative, or the story’s “aboutness.”publicreported speechconversationstorytellingCenter stage: direct and indirect reported speech in conversational storytellingarticlelocaloai:escholarship.org:ark:/13030/qt19z4h5h02016-03-31T02:00:10Z am 3u Issues in Applied LinguisticsVol. 20, no. 0 (Jan. 2016)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/19z4h5h0Elturki, EmanauthorSalsbury, Tomauthor2016-01-01The present research investigated the development of English modality in the written discourse of Arab second language (L2) English learners across six levels of English proficiency. Two hundred texts were randomly selected from each of the six levels resulting in a total of 1,200 texts. Following the concept-oriented approach (CoA) to second language acquisition (SLA), modal expressions were analyzed for frequency, type and combinations of modal auxiliaries and verbs. Results indicate that initially learners express the concept of modality with limited linguistic means at their disposal such as over reliance on the primary modals can and will. Expression of this semantic concept becomes more productive and variant as learners progress in their language proficiency. More forms and types of modal expressions emerge and learners make clear distinctions between forms and meanings.publicModalityThe Concept-Oriented ApproachSLACorpus AnalysisELLApplied LinguisticsA Cross-Sectional Investigation of the Development of Modality in English Language Learners’ Writing: A Corpus-Driven Studyarticlelocaloai:escholarship.org:ark:/13030/qt6d37n01g2016-03-31T02:00:09Z am 3u Issues in Applied LinguisticsVol. 20, no. 0 (Jan. 2016)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6d37n01gNorouzian, RezaauthorEslami, Zohrehauthor2016-01-01Research on L2 pragmatic development forms the mainstay of many interlanguage pragmatic (ILP) inquiries. Yet promoting L2 pragmatic competence becomes an exceedingly demanding task when different constraints are brought to bear. This dilemma is due in large part to contrasting theories on interlanguage pragmatics development. From exposure to instruction, ILP research has long wrestled with the practical problems in the way of such development. Adding these together, the field is in dire need of practically meaningful research to address the full spectrum of both the pragmatic construct and the factors to foster its development. Intent on piecing together disparate sources of theory and data, this review synthesizes research regarding key considerations in L2 pragmatic development from cognitive, sociocultural, psycholinguistic and independent vantage points. Meanwhile, it summarizes the current knowledge on ILP development and draws out critical questions in connection with the past research. It is argued that there is a dearth of an integrative model for the acquisition of pragmatic competence, which renders several controversies surrounding L2 pragmatic development, especially that of the relationship between grammar and pragmatic development patterns, implausible. To serve that purpose then, a model for the acquisition of L2 pragmatic competence is expounded. In conclusion, a research agenda involving two prime research questions is outlined for future directions.publicL2 Pragmatic developmentInterlanguage PragmaticsGrammar and pragmatics relationshipPragmatic competence acquisition modelApplied LinguisticsEducationSecond Language AcquisitionInterlanguage PragmaticsCritical Perspectives on Interlanguage Pragmatic Development: An Agenda for Researcharticlelocaloai:escholarship.org:ark:/13030/qt13r4d97g2016-03-31T02:00:09Z am 3u Issues in Applied LinguisticsVol. 20, no. 0 (Jan. 2016)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/13r4d97gBataller, Rebecaauthor2016-01-01The purpose of this study was to analyze the development of internal mitigating devices in requests by a group of second language (L2) learners studying abroad in Spain. The method of data collection was a role-play in which the learners interacted with a Spanish native speaker in two service-encounter request scenarios. The same role-plays were repeated at the end of the study abroad period. A group of Spanish native speakers (NSs) also performed the same role-play task once and their data served as a baseline against which to compare the L2 learners’ performance. The results of this study show that the L2 learners reduced their use of the politeness marker por favor “please” and started using other devices more frequently by the end of their study abroad experience; however, in comparison with the NS group, the range and quantity of their internal devices continued to be much lower.publicsecond language acquisitioninterlanguage pragmaticsstudy abroadrequestsinternal mitigation in requestsFirst and Second Language AcquisitionSemantics and PragmaticsSpanish LinguisticsPor favor, ¿Puedo tener una Coca-cola, por favor? L2 Development of Internal Mitigation in Requestsarticlelocaloai:escholarship.org:ark:/13030/qt2495s2v42016-03-31T02:00:08Z am 3u Issues in Applied LinguisticsVol. 20, no. 0 (Jan. 2016)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2495s2v4Hardacre, Bahiyyih L.author2016-01-01publicEditorial Volume 20articlelocaloai:escholarship.org:ark:/13030/qt5dp4q4s72016-03-15T04:10:56Z am 3u Issues in Applied LinguisticsVol. 19, no. 0 (Jan. 2013)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5dp4q4s7Kelley, Jeremyauthor2013-01-01Book Review / There is not abstractpublicWomen's StudiesLinguisticsBook Review for Mary Talbot's Language and Gender, 2nd ed. (2010)articlelocaloai:escholarship.org:ark:/13030/qt1k8526rn2016-03-15T04:10:55Z am 3u Issues in Applied LinguisticsVol. 19, no. 0 (Jan. 2013)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1k8526rnSeals, Corinne Aauthor2013-01-01This paper offers a closer examination of the effects of an English-dominant society on bilingual abilities by looking at everyday family dynamics in Mexican immigrant families. Three immigrant families from Mexico currently residing in Northern California provided the data for this project through ten hours of audio recordings documenting their normal home interactions. A qualitative analysis of family interactions shows that while the youngest children are proficient in the dominant language of the society they live in, they experience a far greater degree of difficulty with bilingualism than do their older siblings. This difficulty leads to heritage language avoidance with their parents and a weakening of family interaction. As a result, middle children find it necessary to take it upon themselves to act as translators within the family in an effort to maintain cohesive family dynamics.publicBilingualismFirst Language AttritionFamiliesMexicoCaliforniaSchool Language PolicyAnthropological Linguistics and SociolinguisticsApplied LinguisticsDiscourse and Text LinguisticsFirst and Second Language AcquisitionTe Espero: Varying Child Bilingual Abilities and the Effects on Dynamics in Mexican Immigrant Familiesarticlelocaloai:escholarship.org:ark:/13030/qt1qr7g5v92016-03-15T04:10:54Z am 3u Issues in Applied LinguisticsVol. 19, no. 0 (Jan. 2013)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1qr7g5v9Lowi, Rosaminaauthor2013-01-01A multi-layered discourse analysis of the interaction of three to five-year-old children in two preschools reveals a highly structured process occurring between the children and their caretakers to build and maintain joint attention. This process, serving to promote socialization into preschool, is constructed through language, gaze, intonation, and physical embodiment.publicjoint attentiondiscourse analysischild language socializationCommunicationGeneralSocial SciencesBuilding Understanding: The Construction of Joint Attention in Preschoolarticlelocaloai:escholarship.org:ark:/13030/qt24v8v8wm2016-03-15T04:10:53Z am 3u Issues in Applied LinguisticsVol. 19, no. 0 (Jan. 2013)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/24v8v8wmLoughery, JessicaauthorEwald, Jennifer D.author2013-01-01This study analyzes the rhetorical strategies employed by candidates, Barack Obama and John McCain, in the third presidential debate of 2008. Particular attention is given to candidates’ use of acclaims, attacks and defenses, as defined by functional theory. The analysis also recognizes the presence and important role of candidates’ “nonfunctional” statements and overlapping function units, two linguistic occurrences unexplored in previous studies. This research confirms the value of functional theory for investigating interaction in the context of political debate and also points to the need to include other aspects of linguistic theory in future investigations.publicFunctional Theorynonfunctioning statementsoverlapacclaimattackdefenseDiscourse and Text LinguisticsRhetoricSemantics and PragmaticsRhetorical Strategies of McCain and Obama in the Third 2008 Presidential Debate: Functional Theory from a Linguistic Perspectivearticlelocaloai:escholarship.org:ark:/13030/qt344460jb2016-03-15T04:10:52Z am 3u Issues in Applied LinguisticsVol. 19, no. 0 (Jan. 2013)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/344460jbKim, Hye Ri Stephanieauthor2013-01-01Using Conversation Analysis, this study describes how ‘institutionality’ is accomplished in talk-in-interaction by analyzing how the Korean student group members construct themselves as ‘an institution’ through decision-making. Most conversation-analytic research on institutional talk has been of occupational settings. This study, with data from a voluntary student staff group whose meetings are sporadic and without formal phases, illustrates that the group members’ interaction reveals how they construct themselves as a decision-making group whose members embody different social roles, and ultimately as an institution. Two significant practices are discussed. First, the data show that the members actively search for precedents, which later become the most crucial basis for their decision-making. Second, as a strategy of gathering power over others within their institutional boundary, the members frequently depart from the preference structure of ordinary conversation. Overall, this paper contributes to a better understanding of institutionality with data from a quasi-institutional setting in the relatively under-examined language, Korean.publicdecision-making institutional identity precedent preference structure small group meetingAnthropological Linguistics and SociolinguisticsApplied LinguisticsEast Asian Languages and SocietiesInterpersonal and Small Group CommunicationOrganizational CommunicationGeneralConstructing ‘an institution’: A case from a Korean student group meetingarticlelocaloai:escholarship.org:ark:/13030/qt39b3j3kp2016-03-15T04:10:51Z am 3u Issues in Applied LinguisticsVol. 19, no. 0 (Jan. 2013)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/39b3j3kpFogle, Lyn W.authorKing, Kendall A.author2013-01-01Study of family language policy unites research in child language acquisition and language policy to better understand how parents’ language decisions, practices and beliefs influence child outcomes (King, Fogle & Logan-Terry, 2008). Thus far, this work has focused on how family language policy shapes children’s language competencies, formal school success (e.g., Snow, 1990), and the future status of minority languages (e.g., Fishman, 1991), with less attention to children’s active roles in shaping parents’ ideologies and practices (cf. AUTHOR1, 2009; Luykx, 2003). Addressing this gap, this paper examines how child agency and language use patterns influence parental language behaviors. We draw from three studies of transnational families (Russian/English-speaking international adoptive families and Spanish-English bilingual homes), to describe four aspects of child-parent discourse: (a) children’s metalinguistic comments, (b) children’s use of resistance strategies, (c) parental responses to children’s growing linguistic competence, and (d) enactments of family-external ideologies of race and language.publicfamily language policychild agencylanguage socializationRussianSpanishchild bilingualismtransnational familiesApplied LinguisticsChild Agency and Language Policy in Transnational Familiesarticlelocaloai:escholarship.org:ark:/13030/qt16b3n61g2016-03-15T04:10:50Z am 3u Issues in Applied LinguisticsVol. 19, no. 0 (Jan. 2013)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/16b3n61gHardacre, Bahiyyih L.author2013-01-01publicEditorial Volume 19articlelocaloai:escholarship.org:ark:/13030/qt5qn7c3bq2014-02-26T15:18:18Z am 3u Issues in Applied LinguisticsVol. 17, no. 2 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5qn7c3bqGoldstein, Myrnaauthor2009-01-01publicApplied LinguisticsReading the Media: Media Literacy in High School Englisharticlelocaloai:escholarship.org:ark:/13030/qt8qb3v1ct2014-02-26T15:18:16Z am 3u Issues in Applied LinguisticsVol. 17, no. 2 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8qb3v1ctHardacre, Bahiyyih L.author2009-01-01publicApplied LinguisticsThe Interactional Instinct: The Evolution and Acquisition of Languagearticlelocaloai:escholarship.org:ark:/13030/qt4fp2h2zp2014-02-26T15:18:15Z am 3u Issues in Applied LinguisticsVol. 17, no. 2 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4fp2h2zpJoaquin, Anna Dina Lauthor2009-01-01publicApplied LinguisticsThe Cambridge Handbook of Literacyarticlelocaloai:escholarship.org:ark:/13030/qt8886p8fw2014-02-26T15:18:10Z am 3u Issues in Applied LinguisticsVol. 17, no. 2 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8886p8fwXia, Saihuaauthor2009-01-01This study investigates seven East Asian graduate students’ acquisition of verbal participation competence in American classrooms. By examining the acquisition process, the study focuses on the factors that deactivate participants’ intents to participate, the strategies they develop to realize these intents, and the moments that signal readiness to participate. Participants’ struggles, strategies, and moments at which they participated were analyzed at four phases over a two-year period through semi-structured interviews, questionnaires, and participant observations. Cross- and single-case analyses of the data were conducted, and a complex mix of affective, cognitive and situational factors was identified. The analysis suggests that participants are challenged more by cognitive factors than by cultural factors in the acquisition process. Metacognitive and sociocultural strategies work interactively and shape effective access to full participation membership. A case is made for language teaching to treat cultural conventions of participation from an acquisitional perspective.publicApplied LinguisticsAre They Ready to Participate? East Asian Students’ Acquisition of Verbal Participation in American Classroomsarticlelocaloai:escholarship.org:ark:/13030/qt7n8086mf2014-02-26T15:18:08Z am 3u Issues in Applied LinguisticsVol. 17, no. 2 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7n8086mfHoward, Martinauthor2009-01-01With a view to complementing the vast array of existing findings on the acquisition of tense and aspect, this article presents a quantitative analysis of the morphological expression of irrealis through the conditional in spoken L2 French by advanced Irish learners. Although previous studies suggest that the conditional is acquired late, our results demonstrate its frequent use in the advanced learner variety, particularly in simple clauses in particular, approaching similar levels of use as the past time marker of the passé composé, while also being used relatively more frequently than the imparfait. Such generally high levels of use in simple clauses contrast, however, with the difficulty demonstrated in its application in complex clauses where the learners experience greater difficulty in the morphological distinction between conditions expressing varying degrees of hypotheticality, in tense-concordancing across complex clauses, as well as in the expression of past conditions with the conditional anterior.publicApplied LinguisticsExpressing Irrealis in L2 French: A Preliminary Study of the Conditional and Tense-Concordancing in L2 Acquisitionarticlelocaloai:escholarship.org:ark:/13030/qt7tz0f9xw2014-02-26T15:18:07Z am 3u Issues in Applied LinguisticsVol. 17, no. 2 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7tz0f9xwWeissheimer, JanainaauthorMota, Mailce Bauthor2009-01-01This study investigates the relationship between individual differences in working memory capacity and L2 speech development. Thirty-two undergraduate English as a Foreign Language students participated in this study, which involved two data collection phases, each consisting of a working memory test (the speaking span test) and a speech generation task, with a two-month interval between the two data collections. Participants’ speaking samples were analyzed in terms of fluency, accuracy and complexity. The results show that only lower span individuals demonstrated a statistically significant improvement in working memory capacity and that such improvement was not a function of increased proficiency. In addition, although the speaking span test predicted fluency and complexity in participants’ L2 speech, it was not a good indicator of the development of speech accuracy.publicApplied LinguisticsIndividual Differences in Working Memory Capacity and the Development of L2 Speech Productionarticlelocaloai:escholarship.org:ark:/13030/qt6pw7898z2014-02-26T15:18:05Z am 3u Issues in Applied LinguisticsVol. 17, no. 2 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6pw7898zHardacre, Bahiyyih L.authorOlinger, Andreaauthor2009-01-01publicApplied LinguisticsEditorialarticlelocaloai:escholarship.org:ark:/13030/qt38q9d4wc2014-02-26T00:56:02Z am 3u Issues in Applied LinguisticsVol. 17, no. 1 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/38q9d4wcXia, Jingauthor2009-01-01publicApplied LinguisticsStudy Abroad and Second Language Use: Constructing the Selfarticlelocaloai:escholarship.org:ark:/13030/qt6118n3552014-02-26T00:55:55Z am 3u Issues in Applied LinguisticsVol. 17, no. 1 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6118n355Goldstein, Myrnaauthor2009-01-01publicApplied LinguisticsReally Learn 100 Phrasal Verbs & Really Learn 100 More Phrasal Verbsarticlelocaloai:escholarship.org:ark:/13030/qt1w07w4sf2014-02-26T00:55:49Z am 3u Issues in Applied LinguisticsVol. 17, no. 1 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1w07w4sfBae, Eun Youngauthor2009-01-01publicApplied LinguisticsThe Word Weavers: Newshounds and Wordsmsithsarticlelocaloai:escholarship.org:ark:/13030/qt6qp5p5742014-02-26T00:55:46Z am 3u Issues in Applied LinguisticsVol. 17, no. 1 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6qp5p574Kim, Hye Riauthor2009-01-01publicApplied LinguisticsBrave New Digital Classroom: Technology and Foreign Language Learningarticlelocaloai:escholarship.org:ark:/13030/qt2652473x2014-02-26T00:55:43Z am 3u Issues in Applied LinguisticsVol. 17, no. 1 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2652473xPark, Innhwaauthor2009-01-01publicApplied LinguisticsA Field of Exciting and Diversified Opportunities: An Interview with Donna Brintonarticlelocaloai:escholarship.org:ark:/13030/qt0c0801912014-02-26T00:55:40Z am 3u Issues in Applied LinguisticsVol. 17, no. 1 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0c080191Londe, Zsuzsa Cauthor2009-01-01The emergence of powerful computers in language testing permits the use of video media in second language computer assisted listening comprehension tests. Little research is available on what the effects of the video media are in listening comprehension test tasks. The present study examines two video formats (close-up view of the head of the lecturer, and full body view of the lecturer) and compares these to the audio-only format in a listening comprehension test setting. A simulated UCLA classroom lecture was videotaped and used, and one hundred and one students took the test. The aim of the research was to explore whether there were any performance differences when students took these tests in the different formats. The results of the present study show that the addition of the visual channel does not contribute to or take away from the performance in English as a second language listening comprehension test.publicApplied LinguisticsThe Effects of Video Media in English as a Second Language Listening Comprehension Testsarticlelocaloai:escholarship.org:ark:/13030/qt9nv356w82014-02-26T00:55:38Z am 3u Issues in Applied LinguisticsVol. 17, no. 1 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9nv356w8Burns, Rebeccaauthor2009-01-01The purpose of this paper is to draw the attention of language researchers to the potential value of conducting research from a position within a child care program in a community of interest and to the ways in which this degree of subordination might mitigate inequalities of power between researcher and researched. Child care centers are community hubs of rich and complex interactions of interest to field linguists, and linguists have skills which can benefit child care programs. Characteristics of child care programs are described in relation to linguistic interests, program and community interests, and potential roles for researchers within a center or program. The suggestion is made that linguistics graduate programs might encourage students to take courses in child development and early childhood education to enhance logistical resources for new community-based field researchers.publicApplied LinguisticsWhat Linguists Need to Know About Child Care: Access, Service, and Ethics in Community-Based Researcharticlelocaloai:escholarship.org:ark:/13030/qt490613hh2014-02-26T00:55:37Z am 3u Issues in Applied LinguisticsVol. 17, no. 1 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/490613hhHsieh, Ching-Niauthor2009-01-01This study is an interview-based grounded theory investigation that explores the phenomenon of the changes in L2 motivation over time and across contexts. Two Taiwanese international students who studied at a higher educational institution in the U.S. were interviewed about their motivational orientations prior to and after the study abroad transition and about how their study abroad experience over one academic year subsequently shaped their L2 motivation. Data analysis of the two participants’ self appraisal of their L2 motivational changes indicated that the study abroad transition had a great impact on the development of the participants’ L2 motivational self system (Dörnyei, 2005, 2009). The participants’ L2 goals, attitudes toward the English-speaking community, and self concept changed as a result of their study abroad experience. Several interacting internal and external factors shaped and reshaped the changes in their L2 self images, and these changes varied intra-person and across individuals, depending upon the individual learner’s self-determination and action control associated with specific contextual challenges. Furthermore, the changes in the participants’ ideal L2 self as a competent English user appeared to be temporary, and long-term stability of the ideal self images was observed.publicApplied LinguisticsL2 Learners' Self-Appraisal of Motivational Changes Over Timearticlelocaloai:escholarship.org:ark:/13030/qt1hp251nx2014-02-26T00:55:35Z am 3u Issues in Applied LinguisticsVol. 17, no. 1 (Jan. 2009)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1hp251nxHardacre, Bahiyyih L.authorOlinger, Andreaauthor2009-01-01publicApplied LinguisticsEditorialarticlelocaloai:escholarship.org:ark:/13030/qt9c20c0wn2012-04-10T00:28:53Z am 3u Issues in Applied LinguisticsVol. 18, no. 2 (Jan. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9c20c0wnAvineri, NettaauthorLonde, ZsuzsaauthorHardacre, BahiyyihauthorCarris, LaurenauthorSo, YoungsoonauthorMajidpour, Mostafaauthor2010-01-01Panel DiscussionpublicLanguage assessmentInternational teaching assistantsOral proficiency examsBest practicesStakeholdersTestimonialsLanguage Assessment as a System: Best Practices, Stakeholders, Models, and Testimonialsarticlelocaloai:escholarship.org:ark:/13030/qt50w3991n2012-04-10T00:28:47Z am 3u Issues in Applied LinguisticsVol. 18, no. 2 (Jan. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/50w3991nAjioka, Mayumiauthor2010-01-01This paper explores speech factors that influence native Japanese speakers’ perceptions of “native-like” speech. The conventional criterion of “native-like” proficiency has focused on grammar or pronunciation, which researchers recognize as important. This paper challenges this top-down discussion of “native-likeness” and examines the online (while listening) and offline (after listening) perceptions of 108 native Japanese speakers who are not academic researchers in a multi-dimensional way, in order to investigate (1) what factor(s) contribute to perceptions of “native-like” speech? and (2) For linguistically lay people, what factors determine “native-like” speech?The methods of analysis used were factor analysis and correlations. My analysis of online perceptions of “native-likeness” is consistent with prior research that highlights grammar and pronunciation as the most important and noticeable features of non-native speakers’ speech. However, my analysis of offline perceptions reveals the significance of interaction-related factors, suggesting that grammar and pronunciation are less influential on native speakers’ holistic judgment of “native-like” speech. From these results, I propose two types of unnaturalness: overt and covert, the latter of which is illustrated to have a profound effect on native speakers’ overall impressions of non-native speakers’ speech. In conclusion, this paper highlights a possible disagreement between academic and lay perspectives with implications for teaching that places more emphasis on interaction than on accuracy for L2 learners.publicNative-like speechFluencySecond Language AcquisitionNative speakers' perceptionsL2 (second language) learners of JapaneseGrammar, Pronunciation, or Something Else? Native Japanese Speakers’ Judgments of “Native-Like” Speecharticlelocaloai:escholarship.org:ark:/13030/qt89f0w1ch2012-04-10T00:28:44Z am 3u Issues in Applied LinguisticsVol. 18, no. 2 (Jan. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/89f0w1chLindemann, Stephanieauthor2010-01-01Public discussion of Arizona policy regarding non-native English-speaking teachers often presupposes that assessments of a teacher’s intelligibility are clear-cut and obvious. This paper discusses research indicating that such judgments are by no means straightforward; fair and accurate assessments also require consideration of the role of the listeners. For example, listeners’ attitudes toward non-native speakers may influence how they interact with non-native speakers, as well as the degree to which they acknowledge those speakers’ proficiency. Even without clearly negative attitudes toward the speaker, listeners’ perception may be biased by expectations so that the same pronunciations are heard as different depending on the listener’s beliefs about the speaker’s language background. In some cases, it is the perception of “standard” English that is inaccurate, effectively imposing a higher standard on non-native than on native speech. These findings suggest that impressionistic assessments of non-native English are very likely to result in discrimination.publicLanguage attitudesnative - non-native interactionspeech perceptionpronunciation assessmentWho’s “Unintelligible”? The Perceiver’s Rolearticlelocaloai:escholarship.org:ark:/13030/qt0mw0f1mz2012-04-10T00:28:42Z am 3u Issues in Applied LinguisticsVol. 18, no. 2 (Jan. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0mw0f1mzYokoyama, Olgaauthor2010-01-01This paper recapitulates the address given on the second day of the conference by the author as a representative of the hosting department. It is based on my personal experience as a lifelong learner of English and university professor, rather than on expert research on the subject. I recall the most embarrassing English errors I made during my teaching career, present evidence of the power of preconceived notions in judging language performance from my childhood and from my son’s youth, and provide examples of varying language use by English native speakers that present problems for the concept of linguistic “correctness.” I conclude by stressing the value of linguistic diversity found in the U.S. and the wisdom of nurturing the richness of linguistic heritages this country possesses.publicEnglish as a second languageEnglish as a foreign languageperceptionsmultilingualismcorrect Englishheritage languagesSpeaking from Experiencearticlelocaloai:escholarship.org:ark:/13030/qt5pw9w0fv2012-04-10T00:28:39Z am 3u Issues in Applied LinguisticsVol. 18, no. 2 (Jan. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5pw9w0fvPeer, KarisaauthorPérez, Karlaauthor2010-01-01This article focuses on teachers’ key role as implementers of language policy. It looks at how teachers uphold, modify, or even reject language policy through their teaching practice. First, we touch on the English-only movement in the United States, which influenced the creation and implementation of the 4-hour English Language Development (ELD) model in Arizona. Next, we present the components of the 4-hour ELD model (i.e., Discrete Skills Inventory, Super SEI Strategies, time allocations). We turn to Ricento and Hornberger’s piece (1996), which discusses how policy formation and implementation consists of many layers; teachers’ roles are often underemphasized. We then describe the methods and purpose of the Lillie et al. (2010) study and explain how the present study emerged from it. We move on to present three vignettes that capture the varying ways in which teachers enact the 4-hour ELD model. Key findings were that although the 4-hour ELD model was prescriptive, teachers ultimately shaped curriculum in their own classrooms, thereby playing a pivotal role in language policy implementation.public4-hour English language development (ELD) modelsheltered or structured English immersion (SEI)Discrete Skills Inventory (DSI)Super SEI Strategies4-hour ELD blockProposition 203second language acquisitionFlores v. ArizonaLooking Within and Beyond: An on-the-Ground Account of Arizona Teachers’ Implementation of the Four-Hour English Language Development Modelarticlelocaloai:escholarship.org:ark:/13030/qt0sv4d7412012-04-10T00:28:36Z am 3u Issues in Applied LinguisticsVol. 18, no. 2 (Jan. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0sv4d741Pellicer, Doraauthor2010-01-01Varieties of L2 language use are frequently rejected and criticized in the absence of linguistic criteria to sustain such attitudes. In Mexico, indigenous varieties of Spanish, the second language (L2) of diverse populations, has been stigmatized as uneducated Spanish. A majority of elementary school teachers interviewed, who are Spanish first language (L1) speakers, maintain that particular variations in accent and pronunciation as well as some grammatical variations are characteristic of indigenous population that lack school training. I have argued that these L1 language attitudes focus the attention on what these L2 speakers do not master, neglecting all the discursive strategies that they master successfully in their everyday communications with native Spanish speakers. The aim of this paper is to show, from a sociolinguistic point of view, how a group of indigenous women who have acquired Spanish L2 in intense but informal contact with Spanish L1 speakers are able to participate successfully in conversational personal storytelling. The study of language strategies developed in the context of informal social interactions, offers evidence of the sort of L2 competences that may be acquired without formal instruction. These competences do not deserve stigma; rather they may offer ideas to educators for improving those discursive strategies used by students in formal L2 classrooms.publicSpanish L2 (second language)storytellingoral performancenarrative strategiesSocial Issues in Applied Linguistics: Linguistic Diversity in the Classroom and Beyond. Is it Wrong or Just Different? Indigenous Spanish in Mexicoarticlelocaloai:escholarship.org:ark:/13030/qt7j6044vz2012-04-10T00:28:31Z am 3u Issues in Applied LinguisticsVol. 18, no. 2 (Jan. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7j6044vzOrellana, MarjorieauthorLee, CliffordauthorMartínez, Dannyauthor2010-01-01The movement in national educational policy towards teaching a singular, non-accented American Standard English reached a crescendo with the Arizona Board of Education’s attempt to prevent any teacher with a “heavy accent” or “ungrammatical” speech from teaching English. We suggest that part of what underlies the fears that were articulated in Arizona are ideologies about language learning (as well as about language itself). We challenge those ideologies as we present a model of language development and curriculum that recognizes and affirms the multiple tools or “repertoires of linguistic practice” that all young people possess. Our research suggests that when students are supported in examining their various language practices, the insights they gain will help them work towards mastery over all of their linguistic “tools,” including those tools that are most valued by dominant society.publicRepertoires of linguistic practicelanguagelanguage educationstigmatized and standardized varieties of languageMore than Just a Hammer: Building Linguistic Toolkitsarticlelocaloai:escholarship.org:ark:/13030/qt2s36f41d2012-04-10T00:28:27Z am 3u Issues in Applied LinguisticsVol. 18, no. 2 (Jan. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2s36f41dNorton, Bonnyauthor2010-01-01In this article, the author makes the case that poststructuralist theories of language, identity, and investment can be highly relevant for the practical decision-making of language teachers, administrators and policy makers. She draws on her research in the international community to argue that while markers of identity such as accent, race, and gender impact the relationship between teachers and students, what is of far greater importance are the teachers’ pedagogical practices. This research suggests that language teaching is most effective when the teacher recognizes the multiple identities of students, and develops pedagogical practices that enhance students’ investment in the language practices of the classroom. The author concludes that administrators and policy makers need to be supportive of language teachers as they seek to be more effective in linguistically diverse classrooms.publicpoststructuralismidentityinvestmentpowerlanguage learninglanguage teachingeducational policyThe Practice of Theory in the Language Classroomarticlelocaloai:escholarship.org:ark:/13030/qt3716t7222012-04-10T00:28:23Z am 3u Issues in Applied LinguisticsVol. 18, no. 2 (Jan. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3716t722Anya, UjuauthorAvineri, NettaauthorCarris, LaurenauthorValencia, Valeriaauthor2010-01-01In our introduction to this special edition of Issues in Applied Linguistics we, the co-editors, discuss our motivations for organizing the 2010 Linguistic Diversity Conference in response to reports that the Arizona Department of Education had instructed districts to remove teachers who spoke “heavily accented” English from their ESL classrooms. We outline our objectives of civic engagement, advancement of public understanding, and promotion of sound research-based language policies, as well as our ultimate goals of advocacy, change, and social justice. We describe the article contributions to this special edition, organized under two main sections that primarily argue that 1) language is more than a system of signs and symbols; and 2) accents are co-constructed by speakers and hearers in interaction. We share our hope that this volume can serve as an informative resource for diverse stakeholders in language scholarship, education, and policymaking. Finally, we invite others to dialogue with us through new media and join our campaign against linguistic misinformation and intolerance.publicLanguages, Identities, and Accents: Perspectives from the 2010 Linguistic Diversity Conferencearticlelocaloai:escholarship.org:ark:/13030/qt2p0933mq2012-04-10T00:28:19Z am 3u Issues in Applied LinguisticsVol. 18, no. 2 (Jan. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2p0933mqHardacre, Bahiyyih L.author2010-01-01publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt410810hw2011-07-04T02:46:52Z am 3u Issues in Applied LinguisticsVol. 1, no. 1 (Jun. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/410810hwFantuzzi, Cherylauthor1990-06-30publicMicrocognition by Andy Clarkarticlelocaloai:escholarship.org:ark:/13030/qt54x767j42011-07-04T02:46:42Z am 3u Issues in Applied LinguisticsVol. 1, no. 1 (Jun. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/54x767j4Povey, Johnauthor1990-06-30publicLiterature and Language Teaching by Christopher J. Brumfit and Ron A. Carterarticlelocaloai:escholarship.org:ark:/13030/qt5f62s7d62011-07-04T02:46:16Z am 3u Issues in Applied LinguisticsVol. 1, no. 1 (Jun. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5f62s7d6Pennycook, Alastairauthor1990-06-30publicTowards a Critical Applied Linguistics for the 1990sarticlelocaloai:escholarship.org:ark:/13030/qt1060g0dd2011-07-04T02:46:02Z am 3u Issues in Applied LinguisticsVol. 1, no. 1 (Jun. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1060g0ddKunnan, Antony Johnauthor1990-06-30publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt1c03r5gc2011-07-04T02:45:30Z am 3u Issues in Applied LinguisticsVol. 1, no. 1 (Jun. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1c03r5gcBachman, Lyle FauthorDavidson, FredauthorFoulkes, Johnauthor1990-06-30publicA Comparison of the Abilities Measured by the Cambridge and Educational Testing Service EFL Test Batteriesarticlelocaloai:escholarship.org:ark:/13030/qt1c2580tr2011-07-04T02:44:59Z am 3u Issues in Applied LinguisticsVol. 1, no. 1 (Jun. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1c2580trRubin, Donald LauthorGoodrum, RosemarieauthorHall, Barabaraauthor1990-06-30publicOrality, Oral-Based Culture, and the Academic Writing of ESL Learnersarticlelocaloai:escholarship.org:ark:/13030/qt0df4z0hr2011-07-04T02:44:35Z am 3u Issues in Applied LinguisticsVol. 1, no. 1 (Jun. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0df4z0hrShirai, Yasuhiroauthor1990-06-30publicPutting PUT to Use: Prototype and Metaphorical Extensionarticlelocaloai:escholarship.org:ark:/13030/qt9vj0j42b2011-07-04T02:44:14Z am 3u Issues in Applied LinguisticsVol. 1, no. 1 (Jun. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9vj0j42bEgbert, Maria Mauthor1990-06-30publicLooking Back, Looking Ahead: An Interview with Evelyn Hatcharticlelocaloai:escholarship.org:ark:/13030/qt3sm3k3w22011-07-04T02:44:02Z am 3u Issues in Applied LinguisticsVol. 1, no. 1 (Jun. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3sm3k3w2Lardiere, Donnaauthor1990-06-30publicLinguistic Theory in Second Language Acquisition by Suzanne Flynn and Wayne O'Neilarticlelocaloai:escholarship.org:ark:/13030/qt1446j36q2011-07-04T02:43:50Z am 3u Issues in Applied LinguisticsVol. 1, no. 1 (Jun. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1446j36qVanniarajan, Swathiauthor1990-06-30publicLanguage Learning Strategies: What Every Teacher Should Know by Rebecca L. Oxfordarticlelocaloai:escholarship.org:ark:/13030/qt6571d7m72011-07-04T02:43:39Z am 3u Issues in Applied LinguisticsVol. 1, no. 1 (Jun. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6571d7m7Adewole, Stephenauthor1990-06-30publicContemporary Linguistics: An Introduction by William O'Gradyarticlelocaloai:escholarship.org:ark:/13030/qt2g98j4vr2011-07-04T02:43:25Z am 3u Issues in Applied LinguisticsVol. 1, no. 1 (Jun. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2g98j4vrBenson, Carolauthor1990-06-30publicLiteracy and Bilingualism by James D. Williamsarticlelocaloai:escholarship.org:ark:/13030/qt0w3969nd2011-07-04T02:43:20Z am 3u Issues in Applied LinguisticsVol. 1, no. 2 (Dec. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0w3969ndHolten, ChristineauthorLinn, Carol Annauthor1990-12-30publicGuidelines: A Cross-Cultural Reading/Writing Text by Ruth Spackarticlelocaloai:escholarship.org:ark:/13030/qt6ct1n3b92011-07-04T02:43:15Z am 3u Issues in Applied LinguisticsVol. 1, no. 2 (Dec. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6ct1n3b9Sithambaram, Periasauthor1990-12-30publicDesign for Cross-Cultural Learning by Mildred Sikkema and Agnes Niyekawaarticlelocaloai:escholarship.org:ark:/13030/qt3v9089fn2011-07-04T02:43:09Z am 3u Issues in Applied LinguisticsVol. 1, no. 2 (Dec. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3v9089fnKanpol, Barryauthor1990-12-30publicPolitical Applied Linguistics and Postmodernism: Towards an Engagement of Similarity within Differencearticlelocaloai:escholarship.org:ark:/13030/qt3vm4f13x2011-07-04T02:43:04Z am 3u Issues in Applied LinguisticsVol. 1, no. 2 (Dec. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3vm4f13xWeiyun He, Agnesauthor1990-12-30publicLinguistics in a Systemic Perspective edited by James D. Benson, Michael J. Cummings, and William S. Greavesarticlelocaloai:escholarship.org:ark:/13030/qt77h2z2xh2011-07-04T02:42:52Z am 3u Issues in Applied LinguisticsVol. 1, no. 2 (Dec. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/77h2z2xhLazaraton, AnneauthorRiggenbach, Heidiauthor1990-12-30This paper discusses the development, implementation, and evaluation of a semi-direct test of oral proficiency: the Rhetorical Task Examination (RTE). Many of the commonly used speaking instruments assess oral proficiency in terms of either discrete linguistic components-fluency, grammar, pronunciation, and vocabulary-or in terms of a single, global ability rating. The RTE proposes a compromise approach to rating oral skills by having two scales: one which ascertains the functional ability to accomplish a variety of rhetorical tasks, the other to address the linguistic competence (Canale & Swain, 1980) displayed in the performance. On audiotape in a language laboratory setting, 52 students representing three levels of a university ESL program performed six tasks related to the rhetorical modes covered in their coursework: short questions and answers, description, narration, process (giving directions), opinion, and comparison- contrast. The construction and justification of both the instrument and the rating scales are explained; data obtained from administering the RTE across classes as well as before and after instruction are presented; and the relevant measurement characteristics of the test are discussed. Results of this study indicate that the Rhetorical Task Examination is promising as a measure of oral proficiency in terms of practicality, reliability, and validity.publicOral Skills Testing: A Rhetorical Task Approacharticlelocaloai:escholarship.org:ark:/13030/qt8ts756zq2011-07-04T02:42:35Z am 3u Issues in Applied LinguisticsVol. 1, no. 2 (Dec. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8ts756zqKunnan, Antony Johnauthor1990-12-30publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt43n4t5cf2011-07-04T02:42:04Z am 3u Issues in Applied LinguisticsVol. 1, no. 2 (Dec. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/43n4t5cfAndersen, RogerauthorGeorge, Helenauthorde Matos, Francisco GomesauthorHomaki, MinnaauthorJacobs, BobauthorKirsner, RobertauthorMiettinen, TarjaauthorOchs, ElinorauthorPettinari, CatherineauthorSchegloff, EmanuelauthorSchumann, JohnauthorSlama-Cazacu, TatianaauthorStockwell, Robertauthor1990-12-30Six months ago, in our inaugural issue, Issues in Applied Linguistics called for responses from our readers to two questions: What is applied linguistics? What should applied linguistics be? We were motivated to pose these fundamental questions as founders of a new journal in an emerging field, whose own graduate program in applied linguistics was in the process of becoming an independent department. This transition has raised important issues concerning our academic identity and research agendafor the future, not only for ourselves but for the larger academic community with whom we interact and exchange expertise. Fourteen replies were received in response to our questions from graduate students and researchers in the U.S. and from as far away as Brasil, Finland, Romania, and Israel. In addition to geographical diversity, the respondents represent various departmental affiliations, including sociology, Germanic languages, English, health services, linguistics, psycholinguistics brainresearch,and applied linguistics. Moreover,the views expressed in the contributions not only reflect different ways of approaclUng the questions, they embody many of the current emphases encompassed by our interdisciplinary field. Roundtable possible. lAL would like to thank all the contributors for helping make thispublicDefining Our Field: Unity in Diversityarticlelocaloai:escholarship.org:ark:/13030/qt6vr676602011-07-04T02:41:06Z am 3u Issues in Applied LinguisticsVol. 1, no. 2 (Dec. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6vr67660Locker, Rachelauthor1990-12-30This study examines the accuracy of transliterated messages produced by sign language interpreters in university classrooms. Causes of interpreter errors fell into three main categories: misperception of the source message, lack of recognition ofsourceforms, and failure to identify a target language equivalent. Most errors were found to be in the third category, a finding which raises questions not only about the preparation these interpreters receivedfor tertiary settings, but more generally about their knowledge of semantic aspects of the American Sign Language (ASL) lexicon. Deaf consumers' perceptions of problems with transliteration in the classroom and their strategies for accommodating various kinds of interpreter error were also elicited and are discussed. In support of earlier research, this study' s finding that transliteration may not be the most effective means of conveying equivalent information to deaf students in the university classroom raises questions about the adequacy of interpreters'preparationfor this task.publicLexical Evidence in Transliterating for Deaf Students in the University Classroom: Two Perspectivesarticlelocaloai:escholarship.org:ark:/13030/qt1zc7609q2011-07-04T02:40:58Z am 3u Issues in Applied LinguisticsVol. 1, no. 2 (Dec. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1zc7609qGallego, Juan Carlosauthor1990-12-30The intelligibility of nonnative English-speaking teaching assistants (NNSTAs) is an issue that concerns researchers, administrators, teacher-trainers, and undergraduates. Based primarily on the work by Smith & Nelson (1985), this paper offers a novel method of looking at intelligibility—first recording undergraduates' immediate feedback on communication breakdowns while watching three NNSTA presentations, then following with an analysis of those communication break downs by a group of ESL specialists. The analysis in this study yielded a taxonomy offactors affecting the intelligibility of the NNSTAs. This study also found pronunciation to be the main cause of unintellgibility in the three NNSTA presentations, whether in isolation or in combination with vocabulary misuse, nonnative speech flow, or poor clarity of speech, a finding which confirms students' perceptions of the language problems of NNSTAs reported by Hinofotis & Bailey (1981) and by Rubin & Smith (1989).publicThe Intelligibility of Three Nonnative English-Speaking Teaching Assistants: An Analysis of Student-Reported Communication Breakdownsarticlelocaloai:escholarship.org:ark:/13030/qt54s6h8tn2011-07-04T02:40:52Z am 3u Issues in Applied LinguisticsVol. 1, no. 2 (Dec. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/54s6h8tnCushing, Sara Tauthor1990-12-30publicNewbury House TOEFL Preparation Kit: Preparing for the TOEFL by Daniel B, Kennedy, Dorry Mann Kenyon, and Steven J. Matthiesen and Newbury House TOEFL Preparation Kit: Preparing for the Test of Written English by Liz Hamp-Lyonsarticlelocaloai:escholarship.org:ark:/13030/qt880900qz2011-07-04T02:40:46Z am 3u Issues in Applied LinguisticsVol. 1, no. 2 (Dec. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/880900qzGoodwin, JanetauthorGallego, Juan Carlosauthor1990-12-30publicThe Foreign Teaching Assistant's Manual by Patricia Byrd, Janet C. Constantinides, and Martha C. Pennington and Teaching Matters: Skills and Strategies for International Teaching Assistants by Teresa Pica, Gregory A Barnes, and Alexis G. Fingerarticlelocaloai:escholarship.org:ark:/13030/qt3m25g8j82011-07-04T02:40:40Z am 3u Issues in Applied LinguisticsVol. 1, no. 2 (Dec. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3m25g8j8Lynch, Brian Kauthor1990-12-30publicDesigning Qualitative Research by Catherine Marshall an Gretchen B. Rossmanarticlelocaloai:escholarship.org:ark:/13030/qt1g07s20k2011-07-04T02:40:35Z am 3u Issues in Applied LinguisticsVol. 1, no. 2 (Dec. 1990)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1g07s20kClegg, Johnauthor1990-12-30publicContent-Based Second Language Instruction by Donna M. Brintonarticlelocaloai:escholarship.org:ark:/13030/qt12m5s9x12011-07-04T02:18:07Z am 3u Issues in Applied LinguisticsVol. 13, no. 2 (Dec. 2002)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/12m5s9x1Bolden, Galinaauthor2002-12-30publicStudies in Language and Social Interaction: In Honor of Robert Hopper edited by Phillip J. Glenn, Curtis D. LeBaron, and Jenny Mandelbaum. Mahwah, NJ: Lawrence Erlbaum Associates, 2003, pp. xi + 625.articlelocaloai:escholarship.org:ark:/13030/qt9dh5s3pk2011-07-04T02:18:03Z am 3u Issues in Applied LinguisticsVol. 13, no. 2 (Dec. 2002)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9dh5s3pkGoldknopf, Emmyauthor2002-12-30publicA Life in Linguistics and Communication Disorders: An Interview with Christiane Baltaxearticlelocaloai:escholarship.org:ark:/13030/qt51v470512011-07-04T02:17:57Z am 3u Issues in Applied LinguisticsVol. 13, no. 2 (Dec. 2002)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/51v47051Rendle-Short, Johannaauthor2002-12-30This single-case study uses conversation analysis (CA) to investigate some oj the interactional difficulties faced by children with Asperger's Syndrome (AS). Through an analysis of a single telephone conversation between an 8-year-old AS child and an adult and a peel; it shows the level oj interactional complexity required in managing talk. It argues that although the AS child is, on one level, successful in phoning her friend to ask a question, the success of the illteraction relies in part on the other interactants and their willingness to accommodate her different conversational norms. The study demonstrates how CA can be a useful tool for understanding some oj the interactional difficulties faced by AS children and adults alike.publicManaging Interaction: A Conversation Analytic Approach to the Management of Interaction by an 8 Year-Old Girl with Asperger's Syndromearticlelocaloai:escholarship.org:ark:/13030/qt1nq0v0z82011-07-04T02:17:52Z am 3u Issues in Applied LinguisticsVol. 13, no. 2 (Dec. 2002)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1nq0v0z8Wootton, Anthony J.author2002-12-30This paper begins by identifying certain features of sequential understandings which are oriented to within the interaction of typically developing young children from about the age of2;0 onwards. It then examines literature bearing on the interaction of children with autism, Asperger's syndrome, and pragmatic impairment which suggests a diminished regard on their part to local, on-line details of their interaction and a heightened involvement with bodies of knowledge which they bring with them to any occasion. These themes are explored in the context of the ways in which these children initiate interaction, ways through which they make conversational contributions, and with regard to interactional features which generate distress. The paper draws out how the contrasting interaction profiles of typically developing children and those with pragmatic disabilities can have implications for our ways of understanding both the development of children with autism and the acquisition of cultural knowledge by typically developing children.publicInteractional Contrasts Between Typically Developing Children and Those with Autism, Asperger's Syndrome, and Pragmatic Impairmentarticlelocaloai:escholarship.org:ark:/13030/qt91w825gm2011-07-04T02:17:48Z am 3u Issues in Applied LinguisticsVol. 13, no. 2 (Dec. 2002)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/91w825gmGoldknopf, Emmyauthor2002-12-30publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt9hb1r9xz2011-07-04T02:17:34Z am 3u Issues in Applied LinguisticsVol. 7, no. 2 (Dec. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9hb1r9xzMori, Hirohideauthor1996-12-30publicInput and Interaction in Language Acquisition edited by Clare Gallaway and Brian J. Richards. Cambridge: Cambridge University Press, 1994. Pp. xv+319.articlelocaloai:escholarship.org:ark:/13030/qt13f427qw2011-07-04T02:17:29Z am 3u Issues in Applied LinguisticsVol. 7, no. 2 (Dec. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/13f427qwSolomon, Olgaauthor1996-12-30publicEthnography, Linguistics, Narrative Inequality: Toward an Understanding of Voice by Dell Hymes. London, UK and Bristol, PA : Taylor & Francis (Critical Perspectives on Literacy and Education series), 1996. Pp. xiv+258pp.articlelocaloai:escholarship.org:ark:/13030/qt4g54k3bh2011-07-04T02:17:24Z am 3u Issues in Applied LinguisticsVol. 7, no. 2 (Dec. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4g54k3bhNordlund, David E. C.author1996-12-30publicLanguage as Instinct: A Socio-Cultural Perspective (a review essay) The Language Instinct: How the Mind Creates Language by Steven Pinker. New York: William Morrow, 1994. Pp. 494.articlelocaloai:escholarship.org:ark:/13030/qt13s1d5cg2011-07-04T02:17:19Z am 3u Issues in Applied LinguisticsVol. 7, no. 2 (Dec. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/13s1d5cgTurner, Myma Gwenauthor1996-12-30publicLiteracy and Culture in the Classroom: An Interview with Kris Gutierrezarticlelocaloai:escholarship.org:ark:/13030/qt9qz253fv2011-07-04T02:17:14Z am 3u Issues in Applied LinguisticsVol. 7, no. 2 (Dec. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9qz253fvOlsher, Davidauthor1996-12-30publicSome Issues in Analyzing Classroom Interaction: An Interview with Deborah Poolearticlelocaloai:escholarship.org:ark:/13030/qt4tq326hd2011-07-04T02:17:07Z am 3u Issues in Applied LinguisticsVol. 7, no. 2 (Dec. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4tq326hdCheng, Liyingauthor1996-12-30Competence in academic reading is a key component in obtaining higher degreesfor foreign language learners in English medium universities. This paper summarizes research findings on academic reading obtainedfrom a questionnaire, two sets of reading tests and a textbook analysis. Results revealed that the essential reading skills required offoreign language learners and the skills they have most problems with in their academic studies are J) skimming; 2) reading a text or parts ofa text more slowly and carefully to extract all the relevant information for a written assignment such as an essay, dissertation or examination; and 3) understanding unknown words. The correlations between reading tests which tested global skills and discrete skills were strong. The results indicated that if these learners did well on global skills, they also tended to do well on discrete skills and vice versa. Learners seemed to use their skills eclectically and holistically. The results suggest that too much emphasis in EAP reading has been given to reading for the main idea, at the cost of faster reading skills (skimming) and area-specific skills (understanding unknown words ) which are required of learners and which they find most difficult.publicWhat do Foreign Language Learners Do in Their Academic Reading'articlelocaloai:escholarship.org:ark:/13030/qt5x43318d2011-07-04T02:17:02Z am 3u Issues in Applied LinguisticsVol. 7, no. 2 (Dec. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5x43318dTorres, Myriam N.author1996-12-30This study focuses on teachers' group identity, seen as a process of co-construction of their group voices, as those voices emerge, are constructed or reconstructed in large-group dialogues. The participants were 28 experienced teachers who were engaged in an innovative 14-month mid-career program. The wholegroup dialogues held in the second half of the program were tape recorded and transcribed and constitute the discourse basisfor analysis. The contextualization of this discourse was supported by field notes and background information. Discourse analysis was carried out at macro and micro level and led to the following results: I) There were identified three types of dialogues: conversation, discussion after a presentation, and reporting small-group conversations, which differ in structure and interactional dynamics, allowing more or less expression and development of teachers voices. 2) There were four types of teachers ' voices: pragmatic, multiculturalist, critical, and socio-constructivist. These were deeply linked to the voices of the tradition of thought and discourse in education. 3) Teachers' use of personal pronouns index their social relations in the dynamics of the dialogue, through which teachers construct their group voices and identities. The opportunities for all the voices to be raised, heard, and developed is discussed within a cultural and sociopolitical context of teacher education.publicTeachers' Discursive Practices: Co-Construction of their Group Voicesarticlelocaloai:escholarship.org:ark:/13030/qt8bn658q02011-07-04T02:16:55Z am 3u Issues in Applied LinguisticsVol. 7, no. 2 (Dec. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8bn658q0Ramanathan, VaiauthorKaplan, Robert B.author1996-12-30Advanced writing courses in manyfreshman composition programs stress the importance of teaching critical thinking skills where students—both LI and L2—are encouraged to examine and question the social world they inhabit. Derived from an analysis of 12 current freshman composition textbooks, we identify three common "channels" through which student-writers are inducted into the critical thinking practice. These three channels are: (1) using informal logic as a way of developing students' reasoning strategies, (2) developing and refining students' problem solving skills, and (3) developing students' ability to analyze hidden assumptions in 'everyday arguments. ' This study calls attention to the problematic nature ofthese "channels " and to some implications oftransferring these channels in L2 writing classrooms. We believe that critical thinking is largely a sociocognitive practice that draws significantly on shared cultural practices and norms that mainstream students have (had) access to. ESL student-writers, however, given their diverse sociocultural backgrounds, have not necessarily been socialized in ways that would make induction into critical thinking a (relatively) smooth process (Atkinson & Ramanathan, 1995). Using critical thinking textbooks (written by and large for LI students) then, in L2 writing classrooms has complex consequences. Based on our current examination and previous study (Ramanathan & Kaplan, 1996a), we propose a discipline oriented approach to teaching writing, especially for non-native student-writers.publicSome Problematic "Channels" In the Teaching of Critical Thinking in Current LI Composition Textbooks: Implications for L2 Student-Writersarticlelocaloai:escholarship.org:ark:/13030/qt7bw8h2dh2011-07-04T02:16:50Z am 3u Issues in Applied LinguisticsVol. 7, no. 2 (Dec. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7bw8h2dhField, Margaretauthor1996-12-30This paper addresses some of the challenges which bilingual children transitioning to literacy in English may face when asked to answer reading comprehension questions which involve the interpretation and synthesis ofinformation about story characters' thoughts or feelings. Understanding of a character's perspective may depend on inference, rather than lexical content presented in a text Alternatively, prompt-questions may be framed such that lexical story content is required in the answer Such questions involve cognitive/ metapragmatic tasks related to linguistic competence in written English, as well as an understanding of the different types of knowledge associated with academic writing.publicPragmatic Issues Related to Reading Comprehension Questions: A Case Study From a Latino Bilingual Classroomarticlelocaloai:escholarship.org:ark:/13030/qt9tm5t47m2011-07-04T02:16:45Z am 3u Issues in Applied LinguisticsVol. 7, no. 2 (Dec. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9tm5t47mLynch, Dennis A.authorHilles, Sharon L.author1996-12-30This paper, based on a three-year participant observer study in a southwestern inner city elementary school, holds that understanding the dynamic nature of the struggle between desire and discipline in an elementary school setting is crucial because those competing forces and the ensuing struggle are a majorforce in a child's secondary socialization. Our observations suggest that even very young children acquiesce to and resist authority in many ways, and in doing so learn lessons often more complicated than most of our assumptions will allow. We argue that these lessons, which are often contradictory, are born out ofthe tension between institution and inclination, between deference and autonomy, and between respectfor authority and self-respect—a tension that is not resolvable, but that can be collectively lived with in better and worse ways.publicDesire and Discipline in Primary Educationarticlelocaloai:escholarship.org:ark:/13030/qt0jj4s8h82011-07-04T02:16:40Z am 3u Issues in Applied LinguisticsVol. 7, no. 2 (Dec. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0jj4s8h8Rymes, Betsyauthor1996-12-30publicEditorial: Applied Linguistics and Educationarticlelocaloai:escholarship.org:ark:/13030/qt4x84q58m2011-07-04T02:16:36Z am 3u Issues in Applied LinguisticsVol. 7, no. 1 (Jun. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4x84q58mHamilton, Alisonauthor1996-06-30publicConstructing Panic: The Discourse of Agoraphobia by Lisa Capps and Elinor Ochs. Cambridge, MA: Harvard University Press, 1995. 244 pp.articlelocaloai:escholarship.org:ark:/13030/qt8vq360t62011-07-04T02:16:31Z am 3u Issues in Applied LinguisticsVol. 7, no. 1 (Jun. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8vq360t6Rymes, Betsyauthor1996-06-30In this article I analyze various apparently synonymous words for 'friend' (e.g. 'homes,' 'bro,' 'homeboy,' ese,' and 'rolldog') as they are used by one former gangmember , Mario, to persuade two current gang-members to stop "gangbanging." While giving advice to the two current gangsters, Mario uses a variety of words in order to refer to "so-called friends" and to index the fact that he is, though no longer a gangster, part of the same community as his addressees. This analysis also shows how the meanings of these disparate reference terms are made and re-made through talk as conversationalists use these words to put forward their contrasting points of view.public"Friends aren't friends, homes": A Working Vocabulary for Referring to Rolldogs and Chuchosarticlelocaloai:escholarship.org:ark:/13030/qt4r23d2tw2011-07-04T02:16:25Z am 3u Issues in Applied LinguisticsVol. 7, no. 1 (Jun. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4r23d2twLarson, Joanneauthor1996-06-30Drawing on data collected in an ethnographic study of kindergarten journal writing activity, this article demonstrates how students who are not directly participating in instruction are nevertheless key contributors to the social construction of literacy knowledge. More specifically, this study examines how the participation framework of writing activity constitutes and is constituted by the context for learning to write. Five interconnected roles in the participation framework are identified in the data and presented as a shared indexical context within which children's texts are interactionally negotiated. The author argues for a reconceptualization of classroom language and literacy practices from current dyadicbased participation frameworks to more expanded multi-party participation frameworks that allow for flexible access to the social construction of literacy knowledge. By changing the ways in which students participate in school-based literacy practices, students will be socialized to more democratic access to participation in classrooms and in the larger society. This reconceptualization of classroom language and literacy practices attempts to disrupt monolithic definitions of literacy as a reified set of "neutral" skills by challenging the sanctity of dyadic interaction in literacy activity.publicThe Participation Framework as a Mediating Tool in Kindergarten Journal Writing Activityarticlelocaloai:escholarship.org:ark:/13030/qt5pf4p73n2011-07-04T02:16:21Z am 3u Issues in Applied LinguisticsVol. 7, no. 1 (Jun. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5pf4p73nStone, Lyndaauthor1996-06-30This study examined how mathematical problems are articulated, i.e., identified and defined, in the context of a fiflh-grade lesson on equivalent fractions. Opportunities to participate in mathematical discourse and reasoning activities were closely related to the structure, organization, and content of classroom presented problems. In this lesson, the presented problem took the form of a concatenation of tasks. Each task in the series became the mathematical context that animated students' talk about solution methods. Classroom discourse limited to serial tasks constrained students' opportunities to develop relational knowledge about the properties and principles of equivalent fractions. "Does a child learn only to talk, or also to think? Does it learn the sense of multiplication before or after it learns multiplication?" -- Wittgenstein, Zettel, p. 324publicSocial Construction of Mathematical Knowledge: Presented Problems in Mathematics Classroomsarticlelocaloai:escholarship.org:ark:/13030/qt1w70d25z2011-07-04T02:16:14Z am 3u Issues in Applied LinguisticsVol. 7, no. 1 (Jun. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1w70d25zReynolds, Jenniferauthor1996-06-30Samoans establish new communities and identities through different linguistic strategies in the urban context ofLos Angeles. I isolated two kinds of strategies, the "minimal grasp" and the "tag particle" in both Samoan and Samoan-English, and traced the distribution of their use in everyday encounters between adults and children. Different models for socializing appropriate behavior—the Samoan way (fa^aSdmoa) and the American way (fa^apalagi)—co-exist within the same speech community. I argue that by comparing the different social organizations of language use, we may uncover how certain forms may be used to simultaneously maintain and transform cultural practices within a syncretic social space.publicSyncretic Practice: Change and Maintenance of the Samoan/Samoan American ^d I huharticlelocaloai:escholarship.org:ark:/13030/qt52d0p19f2011-07-04T02:16:09Z am 3u Issues in Applied LinguisticsVol. 7, no. 1 (Jun. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/52d0p19fHsu, Kylieauthor1996-06-30This pcq)er presents an exploratory study of joint attention in a father-childmother triad in a Chinese-American family. The study examines how the parents of a two-year-old child elicit and sustain the attention of the child during mundane activities such as playing an educational game and telling a story. In the activities, triadic interactions are fostered by the following factors: (1) the arrangement of artifacts and spaces for participant interactions; (2) the blending of artifacts of western culture with Chinese culture; (3) the complementary roles of the parents with respect to the input they provide to the child; (4) the use of affective morphology to convey intersubjectivity and shared knowledge; and (5) the use of nonvocal linguistic cues such as gestures and eye gaze. These factors interactively contribute to joint attention, which constitutes an essential part of a child's language development, social cognition, and cultural learning.publicJoint Attention in a Father-Child-Mother Triad: A Chinese-American Case Studyarticlelocaloai:escholarship.org:ark:/13030/qt8pz6b7xq2011-07-04T02:16:03Z am 3u Issues in Applied LinguisticsVol. 7, no. 1 (Jun. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8pz6b7xqWang, Benjaminauthor1996-06-30This study focuses on how -guo, a perfective aspect marker in Chinese, is used by native speakers to narrate a sequence of events in their speech. The study's analysis of transcribed audio-recorded natural conversation shows that -guo indicates a situation is viewed as a bounded whole with an emphasis on the end-boundary of the situation. The discourse motivation for a speaker to use -guo is to end the situation that -guo co-occurs with and then directs the hearer's attention to the next situation. The discourse level analysis also clarifies the confusion between the analysis of -guo and another perfective particle -le in traditional studies of the Chinese aspect system: -guo is usually treated as an Experiential marker to avoid an analysis with two Perfectives. This study shows that the confusion in traditional studies stems from the limitations of sentence level analyses.publicAspect: A Linguistic Device to Convey Temporal Sequences in Discoursearticlelocaloai:escholarship.org:ark:/13030/qt9qt0j9rr2011-07-04T02:15:58Z am 3u Issues in Applied LinguisticsVol. 7, no. 1 (Jun. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9qt0j9rrJacobs-Huey, Lanitaauthor1996-06-30For many African American women, the beauty salon is a site of communal bonding, as well as a public space where professional and personal identities are coconstructed by and for women. Client-hairdresser negotiations about hair are integral to women's interactions at the salon. Negotiations must mediate between clients' personal preferences and potential economic investment and the hairdresser' s professional expertise, creative agency, and advertising potential (i.e., a clients' hairstyle advertises the hairdresser' s craft). Clients employ a range of prosodic, proxemic, and paralinguistic stances to communicate their hair preferences. A t times, the discursive stances employed by clients during negotiations serve to challenge their social identities as service recipients and hair care novices (cf. Jacoby & Gonzales, 1991). Similarly, a hairdresser' s social identity as a service provider and hair care expert can be renegotiated through stances which invite collaboration from the client. This paper discusses a client- initiated negotiation in which, on the surface, a client seeks to ascertain the hairdresser's prescribed hair treatment. However, the client's use of questions, prosody, and various paralinguistic cues suggests that this negotiation concerns the hairdresser's intended fee more so than it does her intended hair treatment. Furthermore, the client's series of questions during this negotiation seem to violate her role-expectations of hair novice and challenge the hairdresser's social identity as hair expert. As such, the client's subsequent attempt to trivialize the emphatic weight of her own questions is met with failure as the hairdresser exposes, via humor, the marked nature of those questions.publicNegotiating Price in an African American Beauty Salonarticlelocaloai:escholarship.org:ark:/13030/qt10j1f8482011-07-04T02:15:53Z am 3u Issues in Applied LinguisticsVol. 7, no. 1 (Jun. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/10j1f848Bums, Stacyauthor1996-06-30This research addresses the interactional work by which lawyers interrogate witnesses at trial. In particular, the study examines some videotaped segments of interrogation interchange in the first Menendez brothers' murder trial and analyzes lawyer's work in attempting the impeachment of an adverse witness. The paper finds a lived orderliness of the courtroom that resides in the locally organized material detail of real-time interrogation interchange and practices.publicLawyers' Work in the Menendez Brothers' Murder Trialarticlelocaloai:escholarship.org:ark:/13030/qt58q8t5jt2011-07-04T02:15:41Z am 3u Issues in Applied LinguisticsVol. 7, no. 1 (Jun. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/58q8t5jtDuranti, Alessandroauthor1996-06-30Coltrane would say, "Hey, Curtis, try to play this on the trombone," and I would try to run something down. I'd struggle with it and he'd say, "You're getting it" — and so on and so on. Paul Chambers lived all the way in Brooklyn, and he would get in the subway and, gig or no gig, he would come over to practice. He got this thing from Koussevitsky—the Polonaise in D minor—and he'd say "Hey Curtis, Let's play this one." It wasn't written as a duet, but we would run that down together for three offour hours. A couple of days later, we'd come back and play it again. The whole thing was just so beautiful.publicIntroduction to the CLIC Conference, May 19, 1995articlelocaloai:escholarship.org:ark:/13030/qt4mx0z6q42011-07-04T02:15:35Z am 3u Issues in Applied LinguisticsVol. 7, no. 1 (Jun. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4mx0z6q4Roth, Andrew L.authorRymes, BetsyauthorSchlegel, Jenniferauthor1996-06-30publicEditorial: Language, Interaction, and Culturearticlelocaloai:escholarship.org:ark:/13030/qt1hz2h9pj2011-07-04T02:15:31Z am 3u Issues in Applied LinguisticsVol. 7, no. 1 (Jun. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1hz2h9pjFonarow, Wendyauthor1996-06-30The British independent ('indie') music scene is a disparate community brought together by participation in a distinctive event, the gig. By examining the participant framework of gigs, this article shows gigs to be highly structured and repetitive events. Physical placement is an indicator of the participant's level of orientation to the musical performance, the type of physical activity that participant will be engaged in, as well as the participant's age, experience, and professional status. This participant framework also informs an ideology of aging within the 'youth' culture of indie music.publicSpatial Distribution and Participation in British Contemporary Musical Performancesarticlelocaloai:escholarship.org:ark:/13030/qt0w1177tk2011-07-04T02:15:25Z am 3u Issues in Applied LinguisticsVol. 7, no. 1 (Jun. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0w1177tkCelce-Murcia, Marianneauthor1996-06-30publicTeaching Pronunciation: A series of booknotesarticlelocaloai:escholarship.org:ark:/13030/qt7kd4j4wf2011-07-04T02:15:20Z am 3u Issues in Applied LinguisticsVol. 7, no. 1 (Jun. 1996)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7kd4j4wfCapps, Lisaauthor1996-06-30paper examines the socialization of anxiety based interactions between an agoraphobic woman daughter, who has been diagnosed with separation characterized by irrational fear of panic, feelings of situations outside the home. Although children of developing anxiety, little is known about the storytelling interactions in the Logan family suggest in the children as I) Meg portrays herself or others as protagonists helpless in a world spinning out of control; 2) the children re- moments; 3) children offer solutions to anxiety- ineffective; 4) the children portray themselves as own and others' emotions and actions; and 5) the as successful agents are undermined by subsequent narrative contributions.publicSocializing Anxiety through Narrative: A Case Studyarticlelocaloai:escholarship.org:ark:/13030/qt0183q4ww2011-07-04T02:15:06Z am 3u Issues in Applied LinguisticsVol. 10, no. 1 (Jul. 1999)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0183q4wwNooyen, Jodiauthor1999-07-30publicSociolinguistics by Bernard Spolskyarticlelocaloai:escholarship.org:ark:/13030/qt7m98r12h2011-07-04T02:14:53Z am 3u Issues in Applied LinguisticsVol. 10, no. 1 (Jul. 1999)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7m98r12hPinto, Davidauthor1999-07-30publicSLA Research and Language Teaching by Rod Elisarticlelocaloai:escholarship.org:ark:/13030/qt8x8305h42011-07-04T02:14:35Z am 3u Issues in Applied LinguisticsVol. 10, no. 1 (Jul. 1999)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8x8305h4Fernández, Rebeccaauthor1999-07-30publicLocal Literacies-Reading and Writing in One Community by David Barton and Mary Hamiltonarticlelocaloai:escholarship.org:ark:/13030/qt8tw5p4pg2011-07-04T02:14:14Z am 3u Issues in Applied LinguisticsVol. 10, no. 1 (Jul. 1999)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8tw5p4pgKlein, Wendyauthor1999-07-30publicInterview with Elinor Ochsarticlelocaloai:escholarship.org:ark:/13030/qt1js7g1zw2011-07-04T02:13:29Z am 3u Issues in Applied LinguisticsVol. 10, no. 1 (Jul. 1999)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1js7g1zwKambou, Moses K.author1999-07-30In the literature on the acquisition of English articles based on Huebner's (1983) model, Thomas (1989) suggested that data on the use of articles in the generic context is critical in deciding whether L2 learners associate the definite article with thefeature Specific Referent, [+SRJ, or Assumed Known to the Hearer, [+HK], as suggested by earlier studies (Huebner, 1983; Master, 1987; Thomas, 1989). This paper discusses the results ofa cross- sectional study, undertaken in 1996, which examined the phenomenon of referentiality in the acquisition of English as a foreign language by francophone English major college students in Burkina Faso. The researchfocused on the acquisition ofthe article system. The study involved 177 undergraduate and graduate students at the University of Ouagadougou with at least 7 years of English instruction. A cloze test of 107 items was used to collect the data. Demographic information was also collected using a 16-item questionnaire. The result does not give support to Thomas ' (1989) view that L2 learners associate the definite article with [+HK] context since the L3 leaners in this study associate the zero article with [+HK] feature.publicHuebner's (1983) Semantic Wheel for NP Reference and L3 Acquisitionarticlelocaloai:escholarship.org:ark:/13030/qt5452j5cb2011-07-04T02:12:05Z am 3u Issues in Applied LinguisticsVol. 10, no. 1 (Jul. 1999)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5452j5cbde Guerrero, María C. M.author1999-07-30This paper is a follow-up study on the issue of L2 inner speech as it manifests in mental rehearsal among advanced L2 learners. The purpose of the study was to find out to what extent advanced L2 learners experience inner speech as mental rehearsal and to identify some of the characteristics and functions of such inner speech. Results show that advanced L2 learners experience inner speech in the second language to a great extent and that the frequency of L2 inner speech increases with proficiency. Advanced L2 learners, however, report using less inner speech than lower level learners for certain aspects of rehearsal, such as planning texts, self- and other-evaluation, storage and retrieval, self-instruction, and language play. It is argued that inner speech in the L2 is a developmental phenomenon associated with spontaneous rehearsal in the early stages ofL2 acquisition and with verbal thinking in the more advanced stages.publicInner Speech as Mental Rehearsal: The Case of Advanced L2 Learnersarticlelocaloai:escholarship.org:ark:/13030/qt4hh5s6rz2011-07-04T02:11:09Z am 3u Issues in Applied LinguisticsVol. 10, no. 1 (Jul. 1999)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4hh5s6rzKoshik, Ireneauthor1999-07-30This paper investigates NS perceptions of the coherence and comprehensibility of NNS writing and talk which lacks or misuses grammatical cohesive devices. NS readers of NNS texts with missing cohesive devices assumed coherence and actually imposed coherence on the text by adding grammatical cohesive devices which were missing in the original making implicit semantic relationships explicit. Knowledge of narrative structure and of the world assisted the readers to recover these implicit semantic relationships. NSs also ass tuned coherence and worked to find relationships in the text even where there was potential miscommunication caused by using the wrong cohesive device or by failure to establish a referent. Communication was not usually impaired when the underlying semantic relationship was clear from the discourse context orfrom background knowledge, although NSs had to work hard to understand some texts. Miscomprehension resulted when underlying semantic relationships were not retrievable from other sources.publicA Preliminary Investigation into the Effect of Grammatical Cohesive Devices - their Absence and their Misuse - on Native Speaker Speech and Writingarticlelocaloai:escholarship.org:ark:/13030/qt3b5422mz2011-07-04T02:11:02Z am 3u Issues in Applied LinguisticsVol. 10, no. 1 (Jul. 1999)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3b5422mzGuthrie, AnnaauthorStivers, Tanyaauthor1999-07-30publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt67t218xm2011-07-04T02:10:50Z am 3u Issues in Applied LinguisticsVol. 10, no. 1 (Jul. 1999)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/67t218xmLa Belle, Chrisauthor1999-07-30publicThe Neurobiology of Affect in Language by John Schumannarticlelocaloai:escholarship.org:ark:/13030/qt541548n02011-07-04T01:50:18Z am 3u Issues in Applied LinguisticsVol. 3, no. 1 (Jun. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/541548n0Kunnan, Antony Johnauthor1992-06-30publicMultilingualism in India, by Debi Prasanna Pattanayak (Ed.). Clevedon, UK: Multilingual Matters, 1990. xii + 116 pp.articlelocaloai:escholarship.org:ark:/13030/qt2mb836m72011-07-04T01:50:02Z am 3u Issues in Applied LinguisticsVol. 3, no. 1 (Jun. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2mb836m7Celce-Murcia, Marianneauthor1992-06-30publicLearning, Keeping, and Using Language: Selected Papers from the 8th World Congress of Applied Linguisticsarticlelocaloai:escholarship.org:ark:/13030/qt7xg476gd2011-07-04T01:49:45Z am 3u Issues in Applied LinguisticsVol. 3, no. 1 (Jun. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7xg476gdWagner, Elaineauthor1992-06-30
It is difficult to find research concentrating on second language acquisition by older adults, since most studies differentiate only between children and adults, accepting puberty as the division between the two language learning stages. In an effort to locate studies on the older adult second language learner, one online and three compact disk databases were searched, using search strategies and subject headings appropriate to each particular file.
publicThe Older Second Language Learner: A Bibliographic Essayarticlelocaloai:escholarship.org:ark:/13030/qt1257n39j2011-07-04T01:48:54Z am 3u Issues in Applied LinguisticsVol. 3, no. 1 (Jun. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1257n39jShirai, Yasuhiroauthor1992-06-30The purpose of this paper is twofold: (1) to comprehensively discuss conditions under which LI transfer tends to occur, and (2) to explain these conditions in terms of the connectionist framework of second language representation, processing, and acquisition, primarily relying on the localized connectionist model (CLM = Connectionist Lexical Memory) of Gasser (1988). The conditions identified are: (1) interlingual mapping, (2) markedness, (3) language distance, (4) learner characteristics, (5) cognitive load, and (6) sociolinguistic context. It is argued that the connectionist framework explains LI transfer effectively and that the interaction of these factors determines the degree of LI transfer in interlanguage.publicConditions on Transfer: A Connectionist Approach Yasuhiro Shiraiarticlelocaloai:escholarship.org:ark:/13030/qt1z19952x2011-07-04T01:48:02Z am 3u Issues in Applied LinguisticsVol. 3, no. 1 (Jun. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1z19952xClachar, Arleneauthor1992-06-30This paper reports the findings of a study which sought to determine whether adult ESL students with internal orientations on two dimensions of locus of control also have positive expectancies about their life situations in the United States and therefore show a higher degree of proficiency in their English interlanguage than their counterparts with external orientations on these same two dimensions. Broadly speaking, internal orientations of locus of control refer to people's belief that rewards in life are contingent on their own actions. External orientations refer to people's belief that rewards occur independently of their actions and that life situations are determined more by fate and luck (Rotter, 1966, 1975; Lefcourt, 1982). The study acknowledged that locus of control is a complex and multidimensional construct; that is, a person not only does not necessarily have similar internal or external orientations across a broad range of situations, his or her other orientations may differ with respect to the particular dimension of locus of control being measured (Wilhite, 1986). In the present study, internal-external orientations on two different dimensions of locus of control (locus of responsibility and locus of personal control) were investigated in order to observe their effect on interlanguage development. The findings show that locus of personal control correlates significantly with interlanguage development. Rationalizations for and implications of the findings are discussed.publicDimensions of Locus of Control: Exploring Their Influence on ESL Students' Interlanguage Developmentarticlelocaloai:escholarship.org:ark:/13030/qt6wv7q3002011-07-04T01:46:41Z am 3u Issues in Applied LinguisticsVol. 3, no. 1 (Jun. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6wv7q300Celce-Murcia, Marianneauthor1992-06-30publicSPECIAL FEATURE ROUNDTABLE Preparing Applied Linguists for the Futurearticlelocaloai:escholarship.org:ark:/13030/qt38m1x1m32011-07-04T01:45:56Z am 3u Issues in Applied LinguisticsVol. 3, no. 1 (Jun. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/38m1x1m3Haynes, Laurie Annauthor1992-06-30This study investigates target language variability between speaking and writing in the second language acquisition of non-native English speakers. Spoken and written narratives from three groups of non-native English speakers, representing three levels of English proficiency, are analyzed and compared to the spoken and written narratives of native English speakers. Eleven linguistic features, representing three dimensions of the oral/literate continuum, are examined with the multi-feature/multi-dimensional approach developed by Biber (1986). Results indicate that as narrators advance in English proficiency, they develop more abstract content and more reported style in both speech and writing. Conversely, both speech and writing become more interactive as speakers develop in English proficiency. Results indicating variability between spoken and written narratives show that non-native speakers develop systematically toward native English variability between speaking and writing.publicThe Development of Speaking/ Writing Variability in Narratives of Non-Native English Speakersarticlelocaloai:escholarship.org:ark:/13030/qt8nf2f4rw2011-07-04T01:45:05Z am 3u Issues in Applied LinguisticsVol. 3, no. 1 (Jun. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8nf2f4rwMakoni, S. B.author1992-06-30This study examines the variable realization of the third person singular -s by Shona learners of English at elementary and intermediate levels of proficiency. The study is unlike previous ones, not so much because it controls for differences in discourse mode but because it examines the effects of different linguistic contexts embedded in comparable discourse positions. The paper argues that although the performance of the subjects is elicited from unplanned discourse, different discourse segments might vary in terms of their degree of plannedness. The results demonstrate that very little morphological variability occurs in the production of elementary learners. The little variation exhibited is lexical. Some words attract target-language-like variants more frequently than others.The performance of the intermediate group shows that the distribution of grammatical variants is sensitive to linguistic context and that, contrary to expectations, second language learners are more likely to inflect verbs to mark the third person -s if the grammatical subject is realized, as opposed to when it is not.publicThe Effects of Linguistic Context on Unplanned Discourse: A Studyin Interlanguage Variabilityarticlelocaloai:escholarship.org:ark:/13030/qt88f5d56s2011-07-04T01:44:48Z am 3u Issues in Applied LinguisticsVol. 3, no. 1 (Jun. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/88f5d56sJacoby, Sallyauthor1992-06-30publicInterlanguage and Interregnumarticlelocaloai:escholarship.org:ark:/13030/qt4jz145812011-07-04T01:44:36Z am 3u Issues in Applied LinguisticsVol. 6, no. 1 (Jun. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4jz14581Stivers, Tanyaauthor1995-06-30publicThe Rainmaker's Dog, by Cynthia Dresser. New York: St Martins, 1994. xvii +309pp.articlelocaloai:escholarship.org:ark:/13030/qt7hn344m82011-07-04T01:44:20Z am 3u Issues in Applied LinguisticsVol. 6, no. 1 (Jun. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7hn344m8Hsu, Kylieauthor1995-06-30publicCulture and Language Learning in Higher Education, by Michael Byram (Editor). Clevedon, Philadelphia, and Adelaide: Multilingua Matters Ltd., 1994. 111 pp.articlelocaloai:escholarship.org:ark:/13030/qt04z9b0zc2011-07-04T01:44:02Z am 3u Issues in Applied LinguisticsVol. 6, no. 1 (Jun. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/04z9b0zcBaquedano-Lopez, Patriciaauthor1995-06-30publicFoundations of Bilingual Education and Bilingualism, by Colin Baker. Clevedon, England: Multilingualism Matters, 1993. xvi + 319 pp.articlelocaloai:escholarship.org:ark:/13030/qt2t48927v2011-07-04T01:43:46Z am 3u Issues in Applied LinguisticsVol. 6, no. 1 (Jun. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2t48927vArgyres, Zoe J.author1995-06-30publicHow Languages are Learned, by Patsy Lightbown and Nina Spada. Oxford: Oxford University Press, 1993. 135 pp.articlelocaloai:escholarship.org:ark:/13030/qt6wg540t32011-07-04T01:43:30Z am 3u Issues in Applied LinguisticsVol. 6, no. 1 (Jun. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6wg540t3Robbins, Scarlett L.author1995-06-30publicThe Study of Second Language Acquisition, by Rod Ellis. Oxford, UK: Oxford University Press, 1994. vii + 824 pp.articlelocaloai:escholarship.org:ark:/13030/qt5b31x1122011-07-04T01:43:00Z am 3u Issues in Applied LinguisticsVol. 6, no. 1 (Jun. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5b31x112Rymes, Betsyauthor1995-06-30publicAfrican American English: An Interview with Marcyliena Morganarticlelocaloai:escholarship.org:ark:/13030/qt4b15p71d2011-07-04T01:42:06Z am 3u Issues in Applied LinguisticsVol. 6, no. 1 (Jun. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4b15p71dFreeman, Rebecca D.author1995-06-30
Based on a two year ethnographic and discourse analytic study of Oyster Bilingual School in Washington, DC, this article illustrates what equal educational opportunity means for the linguistically, culturally, and economically diverse student population who participate in this "successful" two-way Spanish-English bilingual program. The article begins by summarizing the Oyster educators' perspective on equal educational opportunity, and emphasizes their opposition to the notion of equal educational opportunity implicit in mainstream U.S. programs and practices. The majority of the article then provides a comparative discourse analysis of the "same" kindergarten speech event in Spanish and English to illustrate how the Oyster educators translate their ideological assumptions and expectations into actual classroom practices. The micro-level classroom analysis demonstrates how the team-teachers work together to distribute and evaluate Spanish and English equally so that all students acquire a second language, develop academic skills in both languages, and use each other as resources in their learning. The analysis also reveals systematic discrepancies between ideal plan and actual implementation which are explained by consideration of Oyster's sociolinguistic context.
publicEqual Educational Opportunity for Language Minority Students: From Policy to Practice at Oyster Bilingual Schoolarticlelocaloai:escholarship.org:ark:/13030/qt9dw0m4p62011-07-04T01:41:32Z am 3u Issues in Applied LinguisticsVol. 6, no. 1 (Jun. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9dw0m4p6Findlay, Michael Shawauthor1995-06-30
Observed speech and interactive behavior of American Hmong students who were attending a northern California high school indicate that Hmong student responses to teacher generated questions were often influenced by culturally based predispositions. In answering certain types of content related questions, these students relied on underlying cultural emphases (pervasive culture specific themes) which were sometimes different from those generally held by Anglo American students and teachers at this school. Because of these differences, Hmong students often provided answers considered "wrong" in academic contexts, although they were essentially correct from a normative Hmong perspective. Moreover, Laotian Hmong students, often described as "shy" by educators, were found to be carrying out normative cultural rules for demonstrating respect and deference to authority figures through silence. This "taciturn style" was evident during numerous open ended question/answer sessions as these exchanges occurred in classroom situations. Constructing answers on the basis of Hmong cultural agendas and remaining silent in classroom situations produced impediments to communication between these students and their teachers. Moreover, many teachers often did not recognize these problems as the result of fundamental cultural differences.
publicWho Has the Right Answer? Differential Cultural Emphasis in Question/Answer Structures and the Case of Hmong Students at a Northern California High Schoolarticlelocaloai:escholarship.org:ark:/13030/qt2257330q2011-07-04T01:40:59Z am 3u Issues in Applied LinguisticsVol. 6, no. 1 (Jun. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2257330qTrechter, Saraauthor1995-06-30
This paper questions the existence of distinctions which are solely based on the gender of the speaker or hearer in Native American languages. An analysis of conversations from field work conducted in Pine Ridge, South Dakota and the texts of Ella Deloria reveals that the gender deictics of Lakhota indicate more than the "sex" of the speaker. Certain deictics have prototypical associations such as nurturance for clitics typically used by women or authority for those used by men. However, both male and female speakers sometimes use the deictics which are considered appropriate to the other sex. Given that both sexes sometimes use the same gender deictics and that the deictics accomplish more than indicating the gender of the speaker, the existence of "categorical gender" is dubious. 1 propose an analysis following Hanks (1993) which recognizes both the validity of native speaker metapragmatic judgments of "appropriately" gendered speech and contextual deviation. By recognizing a distinction between schematic prototypes or frames versus their implementation in context (framework) for Lakhota, the debate concerning the presence of true categorical gender distinctions in Native American languages such as Koasati, Atsina, and Yana can be resolved. A simple description of categorical gender for these languages is improbable.
publicCategorical Gender Myths in Native America: Gender Deictics in Lakhotaarticlelocaloai:escholarship.org:ark:/13030/qt2f98v7k52011-07-04T01:40:50Z am 3u Issues in Applied LinguisticsVol. 6, no. 1 (Jun. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2f98v7k5Rymes, BetsyauthorStrauss, Susanauthor1995-06-30publicApplied Linguistics and Language Minoritiesarticlelocaloai:escholarship.org:ark:/13030/qt44t6p4t52011-07-04T01:40:37Z am 3u Issues in Applied LinguisticsVol. 6, no. 1 (Jun. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/44t6p4t5Baquedano-Lopez, Patriciaauthor1995-06-30publicOn Chicano Languages and Chicano Life: An Interview with Otto Santa Ana A.articlelocaloai:escholarship.org:ark:/13030/qt63r7b1dh2011-07-04T01:40:26Z am 3u Issues in Applied LinguisticsVol. 10, no. 2 (Dec. 1999)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/63r7b1dhEscajeda, Karinaauthor1999-12-30publicRethinking America 3: An Advanced Cultural Reader by Margaret E. Sokolik; and Today's World by Linda R. Fellagarticlelocaloai:escholarship.org:ark:/13030/qt0xk595z32011-07-04T01:39:43Z am 3u Issues in Applied LinguisticsVol. 10, no. 2 (Dec. 1999)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0xk595z3Jung, Euen Hyuk (Sarah)author1999-12-30This paper presents an analysis of the repair mechanism in second language classroom talk. More specifically, the current paper focuses on how co-participants (i.e., the teacher and the learners) carry out repair operations on the trouble source produced by the learner in the second language instructed talk-in-interaction. The present findings show that participation frameworks (i.e., types of activities) play an important role in constructing repair sequences in the instructional context. When learners engage in role-playing activities with one another, a wide variety of repair sequences are manifested, such as self-initiated and self-completed, self-initiated and other-completed, and other-initiated and other- completed repair sequences.The collaborative nature of repair sequences is also manifested in learner role-playing activities, in which self-initiation of the trouble source by the learner is collaboratively completed withco-participants in the form of word search and try-marking. Other-initiated and other-completed repair in learner role-playing activities is manifested in the form of cluing, which is accompanied by the sequence of teacher's initiation, learner's response, and teacher's evaluation (i.e., IRE sequence). Teacher-fronted activities, on the other hand, in which a teacher asks a question to learner(s), are mainly characterized by other-initiated and other-completed repair structures in the form of IRE sequence and unmodulated"no." Furthermore, a close examination of learners' responses to the teacher's repair (e.g., recast) reveals the key role of activity types operating in L2 instructional discourse.publicThe Organization of Second Language Classroom Repairarticlelocaloai:escholarship.org:ark:/13030/qt9fj6c05d2011-07-04T01:38:49Z am 3u Issues in Applied LinguisticsVol. 10, no. 2 (Dec. 1999)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9fj6c05dTurner, Graham H.author1999-12-30public"Ungraceful, Repulsive, Difficult to Comprehend": Sociolinguistic Consideration of Shifts in Signed Languagesarticlelocaloai:escholarship.org:ark:/13030/qt0ct354wm2011-07-04T01:38:32Z am 3u Issues in Applied LinguisticsVol. 10, no. 2 (Dec. 1999)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0ct354wmJones, Nancyauthor1999-12-30publicWords and Rules: The Ingredients of Language by Steven Pinkerarticlelocaloai:escholarship.org:ark:/13030/qt6p3760892011-07-04T01:37:54Z am 3u Issues in Applied LinguisticsVol. 10, no. 2 (Dec. 1999)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6p376089Huang, Chiung-chihauthor1999-12-30In second language acquisition studies, it has been observed that learners ' use of verb morphology is influenced by inherent lexical aspect. The purpose of this study is to go beyond inherent lexical aspect and in vestigate how the aspectual distinction between 'unitary and'repeated'situationtypes(Smith,1997)influenceslearners'andnativespeakers' useof verb morphology. The data ofthis study consist ofaudio-taped interviews ofeight subjects: three native English speakers, andfive learners whose native language is Mandarin Chinese. The results reveal that in relation to inherent lexical aspect, both learners and native speakers demonstrate similar skewed distributions of verb morphology in their speech. However, in relation to unitary vs. repeatedsituation types, learners and native speakers demonstrate different patterns in their use of progressive morphology: Native speakers tend to use progressive morphologyfor describing repeated situations, while learners use it to describe the ongoing, continuous nature of unitary situations. The findings suggest that learners' acquisitionalpatternsmaynotbedeterminedexclusivelybynativeinput. Theprototype account proposed by Shirai & Andersen (1995) provides a feasible explanation for the findings of this study.publicTense-aspect Marking by L2 Learners of English and Native English Speakers: Inherent Lexical Aspect and Unitary vs. Repeated Situation Typesarticlelocaloai:escholarship.org:ark:/13030/qt74p9w4nb2011-07-04T01:37:45Z am 3u Issues in Applied LinguisticsVol. 10, no. 2 (Dec. 1999)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/74p9w4nbHoward, KathrynauthorWingard, Leahauthor1999-12-30publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt8pc7n57d2011-07-04T01:37:35Z am 3u Issues in Applied LinguisticsVol. 6, no. 2 (Dec. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8pc7n57dHsu, Kylieauthor1995-12-31publicSecond-Language Classroom Interaction: Questions and Answers in ESL Classes, by Ann C. Wintergerst. Toronto, Buffalo, and London: University of Toronto Press, 1994. xv + 159.articlelocaloai:escholarship.org:ark:/13030/qt3v65w88h2011-07-04T01:37:25Z am 3u Issues in Applied LinguisticsVol. 6, no. 2 (Dec. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3v65w88hMoore, Leslie C.author1995-12-31publicLanguage Attitudes in Sub-Saharan Africa: A Sociolinguistic Overview, by Efurosibina Adegbija. Clevedon, UK: Multilingual Matters Ltd., 1994. Pp. viii + 130 pp.articlelocaloai:escholarship.org:ark:/13030/qt1vt2c99r2011-07-04T01:37:21Z am 3u Issues in Applied LinguisticsVol. 6, no. 2 (Dec. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1vt2c99rWilliams, Howardauthor1995-12-31publicPerspectives on Pedagogical Grammar, edited by Terence Odlin. Cambridge: Cambridge University Press, 1994. 340 pp.articlelocaloai:escholarship.org:ark:/13030/qt6921v6hm2011-07-04T01:36:48Z am 3u Issues in Applied LinguisticsVol. 6, no. 2 (Dec. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6921v6hmCoughlan, Peter J.author1995-12-31publicSociocultural Theory, Second Language Discourse, and Teaching: An Interview with James Lantolfarticlelocaloai:escholarship.org:ark:/13030/qt2ht0p6812011-07-04T01:35:44Z am 3u Issues in Applied LinguisticsVol. 6, no. 2 (Dec. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2ht0p681Coughlan, Peter J.author1995-12-31
This paper examines a series of naturally-occurring phone calls between a young child and his grandmother in the child's second language. During these calls, the child's second language production first appears to increase in complexity, but is subsequently abandoned. It is argued that while the acquisition of the second language can be viewed as a product of expert-novice interaction, the subsequent abandonment of the second language can be understood only by examining its role in the larger socio-cultural activity in which the L2 is used.
publicConversations with Vovo: A Case Study of Child Second Language Acquisition and Lossarticlelocaloai:escholarship.org:ark:/13030/qt0zs5j7ps2011-07-04T01:34:51Z am 3u Issues in Applied LinguisticsVol. 6, no. 2 (Dec. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0zs5j7psOhta, Amy Snyderauthor1995-12-31
SLA research in the tradition of sociocultural theory examines the dynamic relationship between interaction and acquisition, exploring how language, cognition, and culture are acquired through collaborative interaction. This paper presents an analysis of teacher-fronted and pair interaction involving two learners of Japanese in an intermediate language class, showing learner-learner collaborative activity between two students of differing levels of proficiency to result in creative interaction where scaffolding creates a positive environment for L2 acquisition. Learner use of Japanese in pair work is strikingly different from that in teacher-fronted practice, with learners becoming highly interactive and using the L2 for a variety of purposes, including 1) hypothesis-testing through language play, 2) talk about the here-and-now, 3) lexical experimentation, 4) modulating the pace of interaction, 5) repair, 6) negotiating roles 7) managing tasks, and 8) humor. Contribution of learner strengths and weaknesses results in refinement of both learners' L2 use, with both students learning and progressing through collaborative interaction in the zone of proximal development (ZPD).
publicApplying Sociocultural Theory to an Analysis of Learner Discourse: Learner-Learner Collaborative Interaction in the Zone of Proximal Developmentarticlelocaloai:escholarship.org:ark:/13030/qt1h82w4h82011-07-04T01:33:52Z am 3u Issues in Applied LinguisticsVol. 6, no. 2 (Dec. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1h82w4h8Markee, Numa P.author1995-12-31
This paper analyzes how three university ESL teachers answered students' requests for help in understanding unknown vocabulary items during lessons that were mediated via a task-based, small group methodology. While considerable individual variation was observed, it was found that teachers rarely answered students' questions directly. Instead, they tended to answer learners' referential questions with display questions of their own, a strategy that is called here a counter-question strategy. It is argued that the use of this strategy for making meaning problematizes issues in the second language acquisition literature on the social construction of comprehensible input and output. Alternative interpretations of the implications of this meaning making strategy for second language acquisition theory are offered as a basis for further research.
publicTeachers' Answers to Students' Questions: Problematizing the Issue of Making Meaningarticlelocaloai:escholarship.org:ark:/13030/qt9hp210g82011-07-04T01:33:03Z am 3u Issues in Applied LinguisticsVol. 6, no. 2 (Dec. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9hp210g8Hall, Joan Kellyauthor1995-12-31
The interactive practices of foreign language (FL) classrooms are significant to the development of learners' L2 interactional competence in that these practices are often the only exposure to FL talk that the learners get, especially in the early years of language instruction. To gain some understanding of the varied paths that individual development of this competence can take we must take into account the discursive structures and linguistic resources of these interactional environments. This article reports on a study with such a purpose. Of specific concern is how topics are discursively established and managed in an interactive practice whose pedagogical purpose is to provide speaking opportunities for a group of students in a first year high school Spanish class. The findings indicate that the way in which topics are developed in this practice differs significantly from how they are typically developed in ordinary interactive practices outside of the FL classroom. It is concluded that learners are getting less than what they need to fully develop their interactional competence in Spanish. The analysis makes clear our need to give more thoughtful consideration to how we define the comprehensibility of FL classroom interaction and the role that it plays in developing L2 interactional competence.
public"Aw, man, where you goin'?'': Classroom Interaction and the Development of L2 Interactional Competencearticlelocaloai:escholarship.org:ark:/13030/qt2928w4zj2011-07-04T01:32:13Z am 3u Issues in Applied LinguisticsVol. 6, no. 2 (Dec. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2928w4zjCelce-Murcia, MarianneauthorDornyei, ZoltanauthorThurrell, Sarahauthor1995-12-31
This paper argues the need for an updated and explicit description of language teaching areas generated with reference to a detailed model of communicative competence. We describe two existing models of communicative competence and then propose our own pedagogically motivated construct, which includes five components: (1) discourse competence, (2) linguistic competence, (3) actional competence, (4) sociocultural competence, and (5) strategic competence. We discuss these competencies in as much detail as is currently feasible, provide content specifications for each component, and touch on remaining issues and possible future developments.
publicCommunicative Competence: A Pedagogically Motivated Model with Content Specificationsarticlelocaloai:escholarship.org:ark:/13030/qt8w45g59z2011-07-04T01:32:02Z am 3u Issues in Applied LinguisticsVol. 6, no. 2 (Dec. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8w45g59zRymes, Betsyauthor1995-12-31publicDiscourse Based Perspectives on Second Language Acquisitionarticlelocaloai:escholarship.org:ark:/13030/qt6n75787p2011-07-04T01:31:38Z am 3u Issues in Applied LinguisticsVol. 6, no. 2 (Dec. 1995)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6n75787pGuthrie, Anna M.author1995-12-31publicEnglish Conversation, by Amy B.M. Tsui. Oxford: Oxford University Press, 1994. xviii+298 pp.articlelocaloai:escholarship.org:ark:/13030/qt8n47p2kk2011-07-04T01:31:22Z am 3u Issues in Applied LinguisticsVol. 9, no. 2 (Dec. 1998)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8n47p2kkTorii-Williams, Eikoauthor1998-12-30publicDrill no Tetsujin: Communicative na Drill kara Role-play e (The Expert of Drills: From Communicative Drills to Role-Plays)articlelocaloai:escholarship.org:ark:/13030/qt5s07r74v2011-07-04T01:31:10Z am 3u Issues in Applied LinguisticsVol. 9, no. 2 (Dec. 1998)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5s07r74vFavareau, Donaldauthor1998-12-30publicThe Symbolic Species: The Co-evolution of Language and the Brainarticlelocaloai:escholarship.org:ark:/13030/qt129412p02011-07-04T01:30:21Z am 3u Issues in Applied LinguisticsVol. 9, no. 2 (Dec. 1998)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/129412p0Curley, Carleen Annauthor1998-12-30
This article investigates the directives and responses used in a tea ceremony demonstration lesson in Japanese. It moves beyond the talk of the lesson and incorporates explanations of the gestures into the analyses. Among the responses to the directives, there are occasional breakdowns of intersubjectivity. When the teacher chooses to deal with the breakdowns, her spoken turns resemble third position repair from conversation analysis. These repair turns are accompanied by gestures, which become a critical component in the achievement of understanding within this embodied activity.
publicTeaching the Body to Make Tea within Social Interactionarticlelocaloai:escholarship.org:ark:/13030/qt9q89w22v2011-07-04T01:29:55Z am 3u Issues in Applied LinguisticsVol. 9, no. 2 (Dec. 1998)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9q89w22vKang, M. Agnesauthor1998-12-30
Attention to multi-party' talk has revealed that shifts in participation frameworks can be used to serve social functions in interaction. This paper gives a sequential analysis of a videotaped interaction from an organizational meeting, where participants use a particular interactional exchange to display and even create the personal relationships that exist between them. This is done by using a particular participation framework in what I call a triadic exchange in accomplishing particular social acts that are potentially face-threatening. I argue that this display contributes to how in-group membership is developed in these organizations. The use of triadic exchanges makes public the display of the participants' relationships to each other, making participation more accessible to a general audience and building in-group memberships that can develop over time through interaction.
publicTriadic Participation in Organizational Meeting Interactionarticlelocaloai:escholarship.org:ark:/13030/qt9ck600s92011-07-04T01:29:20Z am 3u Issues in Applied LinguisticsVol. 9, no. 2 (Dec. 1998)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9ck600s9Field, Margaretauthor1998-12-30
This paper examines the relationship between micro and macro perspectives on the organization of participation structure, and considers how both perspectives can be useful to the ethnographer of interaction. It suggests that understandings of the organization of participation may be considered forms of tacit knowledge, or cultural schemas, which may differ cross-culturally. Examples are drawn from a study of Navajo preschool, and supported by a substantial body of classroom ethnography in other Native American communities. I argue that participation structure at the macro level of speech event is largely negotiated through and dependent upon cultural schemas for participation structure at the micro level of interaction.
publicParticipation Structure as Cultural Schema: Examples From a Navajo Preschoolarticlelocaloai:escholarship.org:ark:/13030/qt44c4r5702011-07-04T01:28:35Z am 3u Issues in Applied LinguisticsVol. 9, no. 2 (Dec. 1998)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/44c4r570Fatigante, MarilenaauthorFasulo, AlessandraauthorPontecorvo, Clotildeauthor1998-12-30
The present article focuses on the distribution of participation in family interaction involving young children (3-5 years old). Adopting a purely qualitative method of analysis, we show instances of family dinnertime conversations in which children appeared banned from participation, while they are the topic of the ongoing talk. We have called " backstage interaction, " sequences adjacent to those in which the child is involved, and within her/his auditory range, so that the child projected participation role alternates between that of addressee and overhearer. We argue that the "backstage talk" in the child's presence has the main effect of casting the current interaction with the child as a representation, in Goffman's terms (1959). Though, the child is left the opportunity to enter again the conversation: the person involved is interested in layering the selfs/he exposed, offering the child a "fictional self to interact with, thus preserving their face from the incumbent threat of the child's impoliteness or embarrassing "spontaneity".
publicLife with the alien: role casting and face-saving techniques in family conversation with young childrenarticlelocaloai:escholarship.org:ark:/13030/qt03x5r7w72011-07-04T01:27:27Z am 3u Issues in Applied LinguisticsVol. 9, no. 2 (Dec. 1998)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/03x5r7w7Arminen, Ilkkaauthor1998-12-30
AA meetings are an arena of mutual help for recovering substance abusers. They are characteristically formal interactions in which turns are pre-allocated to parties. Through the analysis of audio-recordings of interactions, I have shown that the formality of interaction is members' collaborative achievement. The opening rituals of a meeting are members' method to mark the boundary between muruiane talk and the specific institutional sphere so that parties may move from conversational turn-taking to formally arranged turn-taking. As a collaborative achievement, the format of meeting interaction is an enabling structure that allows parties to design their turns so that they may talk into being the institution of mutual help. Participants orient to the pre-allocated time-slots as cm aspect of the format of AA meeting interaction that allows them to construct their turns in collaboration with recipients. AA members use the specific format of their meeting interaction to share their experiences and to establish egalitarian relationships with each other.
publicOrganization of Participation in the Meetings of Alcoholics Anonymousarticlelocaloai:escholarship.org:ark:/13030/qt4ff684bm2011-07-04T01:27:19Z am 3u Issues in Applied LinguisticsVol. 9, no. 2 (Dec. 1998)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4ff684bmGuthrie, AnnaauthorStivers, Tanyaauthor1998-12-30publicThe Organization of Participationarticlelocaloai:escholarship.org:ark:/13030/qt2700r0k32011-07-04T01:27:10Z am 3u Issues in Applied LinguisticsVol. 9, no. 1 (Jun. 1998)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2700r0k3Wingard, Leahauthor1998-06-30publicLanguage Planning and Social Changearticlelocaloai:escholarship.org:ark:/13030/qt0cq6d6s32011-07-04T01:27:00Z am 3u Issues in Applied LinguisticsVol. 9, no. 1 (Jun. 1998)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0cq6d6s3Schore, Toshaauthor1998-06-30publicThe Newbury House Guide To Writingarticlelocaloai:escholarship.org:ark:/13030/qt80f2c6jv2011-07-04T01:26:50Z am 3u Issues in Applied LinguisticsVol. 9, no. 1 (Jun. 1998)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/80f2c6jvBurton, Celesteauthor1998-06-30publicSound Ideas: Advanced Listening and Speakingarticlelocaloai:escholarship.org:ark:/13030/qt6496g7v92011-07-04T01:26:12Z am 3u Issues in Applied LinguisticsVol. 9, no. 1 (Jun. 1998)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6496g7v9Pavlenko, Anetaauthor1998-06-30
The article focuses on the relationship between languages and selves in adult bicultural bilinguals who learned their second language (L2) post puberty and became writers and scholars in this language. Their autobiographic narratives are used to identify and examine subsequent stages of second language learning (SLL) and the authors' current positioning. On the basis of this novel source of data an argument is presented for new metaphors of SLL, new approaches to SLL, and for the existence—in some cases—of two stages of SLL: a stage of losses and a stage of gains, with specific substages within.
publicSecond Language Learning by Adults: Testimonies of Bilingual Writersarticlelocaloai:escholarship.org:ark:/13030/qt3zv828tv2011-07-04T01:26:02Z am 3u Issues in Applied LinguisticsVol. 9, no. 1 (Jun. 1998)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3zv828tvGuthrie, Anna M.authorStivers, Tanyaauthor1998-06-30publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt4486c2pr2011-07-04T01:25:25Z am 3u Issues in Applied LinguisticsVol. 9, no. 1 (Jun. 1998)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4486c2prDeCapua, Andreaauthor1998-06-30
This paper examines the phenomenon of pragmatic transfer as a possible basis for cultural stereotypes. In this study data from L2 German learners of English are compared with data from native speakers of American English. The results suggest that the German English L2 speakers produced responses more in keeping with German rules of speaking and conventions of use than with American ones. L2 learners from a particular culture tend to follow the (often tacit) sociocultural norms of their LI, thus behaving more similarly to each other than to LI native speakers. However, in communicative situations with native speakers, these L2 learners are judged by the norms of the target language culture, not by the norms of their LL Target language native speakers rarely attribute misunderstandings or misinterpretations of illocutionary force and intent to L2 learners' adherence to different rules of speaking. This paper posits that recurrent transfer of different rules of speaking by L2 language groups may play a role in the formation of cultural stereotypes.
publicThe Transfer of Native Language Speech Behavior into a Second Language: A Basis for Cultural Stereotypes?articlelocaloai:escholarship.org:ark:/13030/qt0mw1q1m62011-07-04T00:49:50Z am 3u Issues in Applied LinguisticsVol. 3, no. 2 (Dec. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0mw1q1m6Sato, EdynnauthorJacobs, Bobauthor1992-12-30From a neurobiological perspective, the present paper addresses (1) the input-intake distinction commonly made in applied linguistics, and (2) the role of selective attention in transforming input to intake. Primary emphasis is placed on a neural structure (the nucleus reticularis thalami) that appears to be essential for selective attention. The location, connections, structure, and physiology of the nucleus reticularis thalami are examined to illustrate its critical role in information processing. By orchestrating the selection and enhancement of relevant sensory input, the nucleus reticularis thalami acts as a "conductor" of neural systems involved in learning. It is argued that investigations of brain structures such as the nucleus reticularis thalami provide a more fundamental understanding of language acquisition mechanisms.publicFrom Input to Intake: Towards a Brain-Based Perspective of Selective Attentionarticlelocaloai:escholarship.org:ark:/13030/qt3165s95t2011-07-04T00:49:46Z am 3u Issues in Applied LinguisticsVol. 3, no. 2 (Dec. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3165s95tPolio, Charleneauthor1992-12-30publicAn Introduction to Second Language Acquisitionarticlelocaloai:escholarship.org:ark:/13030/qt5pp0r8hq2011-07-04T00:49:28Z am 3u Issues in Applied LinguisticsVol. 3, no. 2 (Dec. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5pp0r8hqWilliams, Howardauthor1992-12-30publicSyntax: A Functional-Typological Introduction IIarticlelocaloai:escholarship.org:ark:/13030/qt0nm485t02011-07-04T00:49:06Z am 3u Issues in Applied LinguisticsVol. 3, no. 2 (Dec. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0nm485t0Purpura, James E.author1992-12-30publicCommunication Strategies: A Psychological Analysis of Second-Language Usearticlelocaloai:escholarship.org:ark:/13030/qt3g92340w2011-07-04T00:48:49Z am 3u Issues in Applied LinguisticsVol. 3, no. 2 (Dec. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3g92340wFaingold, Eduardo D.author1992-12-30publicWhy More English Instruction Won't Mean Better Grammararticlelocaloai:escholarship.org:ark:/13030/qt8d86s0vg2011-07-04T00:47:53Z am 3u Issues in Applied LinguisticsVol. 3, no. 2 (Dec. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8d86s0vgFantuzzi, Cherylauthor1992-12-30publicConnectionism: Explanation or Implementation?articlelocaloai:escholarship.org:ark:/13030/qt1013h7742011-07-04T00:46:53Z am 3u Issues in Applied LinguisticsVol. 3, no. 2 (Dec. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1013h774Yoshitomi, Asakoauthor1992-12-30
Research in L2 attrition is a relatively new enterprise which is in need of a comprehensive theory/model. This paper presents a tentative cognitive-psychological model of language attrition, which draws on information from studies in L2 attrition, neurobiology, and psychology. This is to demonstrate that a model based on consideration of the brain has the potential of providing a plausible account of the process of language attrition, as well as the process of language acquisition.
publicTowards a Model of Language Attrition: Neurobiological and Psychological Contributionsarticlelocaloai:escholarship.org:ark:/13030/qt6jz4t1mc2011-07-04T00:45:53Z am 3u Issues in Applied LinguisticsVol. 3, no. 2 (Dec. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6jz4t1mcRobbins, Scarlett L.author1992-12-30This paper presents a neurobiologically inspired model of one aspect of adult second language acquisition (SLA): procedural linguistic skill acquisition. Procedural linguistic skills are defined as the speaker/learner's implicit, unstatable knowledge regarding the formal linguistic (i.e., syntactic, phonological, and morphological) properties of the second language (L2). Unlike declarative linguistic knowledge (i.e., semantic and lexical knowledge and explicit knowledge of the L2 linguistic system), which can be readily displayed through verbal report or description, procedural linguistic skills are best demonstrated through performance. The proposed acquisition model crucially involves the neural circuitry of the neocerebellum. The neocerebellum is a brain structure which, although traditionally associated with purely motor activity, has recently been implicated in higher cognitive and, potentially, linguistic functions. The model provides for a potential unification of the competing cerebral (Ojemann, 1991 ; Loritz, 1991) and cerebellar (Rumelhart & McClelland, 1986: Sokolik, 1990) theories of linguistic function by integrating the unique contributions of both regions of the cerebral cortex (e.g., Broca's expressive speech area and the prefrontal cortex responsible for cognitive planning and monitoring functions) and regions of the cerebellum (an enormous capacity parallel processor responsible for the integration of cognitive and sensory information). The proposed model also offers a principled account of how explicit formalized grammar instruction might potentially serve as an effective metacognitive strategy for the L2 learner's acquisition of procedural linguistic skills.publicA Neurobiological Model of Procedural Linguistic Skill Acquisitionarticlelocaloai:escholarship.org:ark:/13030/qt4sr1m81s2011-07-04T00:45:09Z am 3u Issues in Applied LinguisticsVol. 3, no. 2 (Dec. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4sr1m81sLem, Lawrenceauthor1992-12-30Brain-based discussion of language has classically centered around models focused on Broca's and Wernicke's areas. Recent neurobiological research indicates that such models may be oversimplified. The present paper attempts to propose a model in which afar greater number of brain structures are involved in language functions. To demonstrate this model, three areas of the brain rarely associated with language, the anterior cingulate gyrus, the prefrontal cortex, and the basal temporal language area (fusiform gyrus) are examined. Recent neurobiological research linking these areas to language function will be reviewed to illustrate that a whole-brain view of language is both more feasible and better supported by data than the idea of a language specific brain system, such as the Wernicke-Geschwind model.publicBeyond Broca's and Wernicke's Areas: A New Perspective on the Neurobiology of Languagearticlelocaloai:escholarship.org:ark:/13030/qt1445d3g22011-07-04T00:44:57Z am 3u Issues in Applied LinguisticsVol. 3, no. 2 (Dec. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1445d3g2Schumann, Johnauthor1992-12-30publicExploring Neurobiology of Languagearticlelocaloai:escholarship.org:ark:/13030/qt079832tz2011-07-04T00:44:40Z am 3u Issues in Applied LinguisticsVol. 3, no. 2 (Dec. 1992)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/079832tzPlummer, Joseph R.author1992-12-30publicOn Neurons and Other Embarkationsarticlelocaloai:escholarship.org:ark:/13030/qt6jr869s52011-07-04T00:44:36Z am 3u Issues in Applied LinguisticsVol. 2, no. 1 (Jun. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6jr869s5van Lier, LeoauthorPovey, JohnauthorLynch, Brian KauthorSchumann, Johnauthor1991-06-30publicLanguage Education, Language Acquisition: Working Perspectives of Four Applied Linguistsarticlelocaloai:escholarship.org:ark:/13030/qt0739s6dr2011-07-04T00:44:31Z am 3u Issues in Applied LinguisticsVol. 2, no. 2 (Dec. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0739s6drPovey, Johnauthor1991-12-31publicLanguage Policy in Southern Africa: Perspectives From Three International Conferencesarticlelocaloai:escholarship.org:ark:/13030/qt8sv2g26w2011-07-04T00:44:27Z am 3u Issues in Applied LinguisticsVol. 2, no. 2 (Dec. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8sv2g26wPennycook, Alastairauthor1991-12-31publicA Reply to Kanpolarticlelocaloai:escholarship.org:ark:/13030/qt79w437k52011-07-04T00:44:22Z am 3u Issues in Applied LinguisticsVol. 2, no. 2 (Dec. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/79w437k5Egbert, Maria Mauthor1991-12-31This study explores the relationship between scientists' orientation to one another and to an experimental apparatus, analyzing as data a videotaped authentic interaction among co-workers in a chemistry laboratory. It demonstrates how the scientists display systematic orientation to the apparatus as their common spatial point of reference on the one hand and as the physical embodiment of the experiment on the other hand.publicScientists' Orientation to an Experimental Apparatus in Their Interaction in a Chemistry Labarticlelocaloai:escholarship.org:ark:/13030/qt3pk534j22011-07-04T00:44:17Z am 3u Issues in Applied LinguisticsVol. 2, no. 2 (Dec. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3pk534j2McKee, Rachel LauthorJohnson, KristenauthorMarbury, Nathieauthor1991-12-31This study investigates one facet of the language socialization process of Deaf children with Deaf parents, specifically, how they learn to get attention as a speaker in order to participate in an American Sign Language (ASL) conversation. The database consists of a videotape of an hour-long dinner attended by three Deaf children (aged 3-6 years), their two Deaf mothers, and a Deaf researcher. Small segments of the interaction, transcribed from the videotape, show not only successful and unsuccessful attention-getting strategies used by one Deaf child in the group but also adult and peer responses to her novice-like efforts. This child's attempts at getting attention demonstrate that while she could perform many culturally appropriate attention-getting behaviors (e.g., tapping, hand-waving, eye-gaze), she was still in the process of developing awareness of the relative impact of the various strategies and the ability to judge pragmatic conditions appropriate to their use. The mothers' and peers' cooperation helped to facilitate the child's participation, by modelling specifically Deaf discourse strategies for communication in a multi-party setting. This study shows that such modelling enables Deaf children in a Deaf context to become autonomous partners in interaction with their parents and peers at an early age.publicAttention-Getting Strategies of Deaf Children at the Dinner Tablearticlelocaloai:escholarship.org:ark:/13030/qt29x4q44m2011-07-04T00:44:12Z am 3u Issues in Applied LinguisticsVol. 2, no. 2 (Dec. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/29x4q44mOhta, Amy Sauthor1991-12-31According to language socialization theory, language learning does not occur in isolation but is intimately related to the process of becoming a competent member of the target language society (Ochs & Schieffelin, 1984). To become competent members of society, language learners must learn, among other things, how to display their knowledge appropriately, using epistemic markers (evidentials) effectively. In this paper, the importance of epistemic markers in language socialization is discussed from the perspective of the second language classroom, the broader goal of the study being to more fully understand what second language learners must acquire in order to become competent members of the target language community. Through analysis of a conversation among Japanese teachers outside the classroom, this paper investigates the linguistic resources for constituting epistemic stance in Japanese. Like English, Japanese evidentiality can be marked with adverbials and idiomatic phrases. In addition, Japanese is rich in sentence-final particles which directly index interactive contexts. The function of epistemic markers in Japanese discourse is investigated, focusing on how epistemic markers, such as sentence-final particles, adverbials, and hedges function to reduce speaker responsibility.publicEvidentiality and Politeness in Japanesearticlelocaloai:escholarship.org:ark:/13030/qt88t4s5q62011-07-04T00:44:07Z am 3u Issues in Applied LinguisticsVol. 2, no. 2 (Dec. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/88t4s5q6He, Agnes WauthorKeating, Elizabethauthor1991-12-31This paper explores ways in which expert and novice roles are constituted and maintained in an academic counseling encounter. By characterizing the counseling meeting as a socializing, problem-solving event and using both functional linguistics and discourse analysis as our methodological tools, we describe how the counselor' and the student mark stance through linguistic choices such as polarity, modality, superlatives, and reported speech. We also argue that the practice of withholding is an important means for both participants to create a zone of proximal development for whoever of them is the less expertized and that such a practice plays an important role in the power dynamics of the academic counseling encounter.publicCounselor and Student at Talk: A Case Studyarticlelocaloai:escholarship.org:ark:/13030/qt3fd7z5k42011-07-04T00:44:02Z am 3u Issues in Applied LinguisticsVol. 2, no. 2 (Dec. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3fd7z5k4Jacoby, SallyauthorGonzales, Patrickauthor1991-12-31This paper argues that an examination of expert-novice relationships in unfolding interaction should not proceed from the static and unidirectional view that knowledge and status are distributed as functions of a priori categories such as age, gender, and hierarchical rank. Although analysis of interactional sequences from the group meetings of a university physics team reveals the co-occurrence of professional status and expertise in some segments of the data, we show, through a conversation analytic approach, that the constitution of expert-novice in dynamic interaction is a much more complicated, shifting, moment-by-moment reconstruction of Self and Other, whether within a speaker's talk or between speakers. We demonstrate that the constitution of a participant as expert at any moment in ongoing interaction can also be a simultaneous constitution of some other participant (or participants) as less expert, and that these interactionally achieved identities are only candidate constitutions of Self and Other until some next interactional move either ratifies or rejects them in some way. This way of viewing expert-novice relations can help account not only for the bidirectionality postulated in those models of apprenticeship, socialization, and learning which are based on activity theory but also for change and innovation in communities of practice. The implication for research raised by this study is that the analysis of language use ought to go beyond the extrinsic social, cultural, and biological identities of speakers and recipients; it should include an analysis of how utterances constitute these identities and how utterances are organized despite these identities.publicThe Constitution of Expert-Novice in Scientific Discoursearticlelocaloai:escholarship.org:ark:/13030/qt3h33n5z52011-07-04T00:43:58Z am 3u Issues in Applied LinguisticsVol. 2, no. 2 (Dec. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3h33n5z5Ochs, Elinorauthor1991-12-31publicSocialization through Language and Interaction: A Theoretical Introductionarticlelocaloai:escholarship.org:ark:/13030/qt9jn2756m2011-07-04T00:43:52Z am 3u Issues in Applied LinguisticsVol. 2, no. 2 (Dec. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9jn2756mJacoby, Sallyauthor1991-12-31publicNow We Are Twoarticlelocaloai:escholarship.org:ark:/13030/qt8s94j2tp2011-07-04T00:43:48Z am 3u Issues in Applied LinguisticsVol. 2, no. 1 (Jun. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8s94j2tpPolio, Charleneauthor1991-06-30publicInteraction: Language and Science by Terry L. Powell. Glenview, IL: Scott, Foresman & Co., 1990. 290 pp.articlelocaloai:escholarship.org:ark:/13030/qt6xc5z4dq2011-07-04T00:43:43Z am 3u Issues in Applied LinguisticsVol. 2, no. 1 (Jun. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6xc5z4dqLeech, David Hauthor1991-06-30publicTeaching and Learning Vocabulary by I.S.P. Nation. New York: Newbury House, 1990. 275 pp.articlelocaloai:escholarship.org:ark:/13030/qt2h1684bg2011-07-04T00:43:27Z am 3u Issues in Applied LinguisticsVol. 2, no. 1 (Jun. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2h1684bgEgbert, Mariaauthor1991-06-30publicThe Video Connection: Integrating Video into Language Teaching by Rick Altman. Boston: Houghton Mifflin Company, 1989. 184 pp.articlelocaloai:escholarship.org:ark:/13030/qt1ph1h4x52011-07-04T00:43:22Z am 3u Issues in Applied LinguisticsVol. 2, no. 1 (Jun. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1ph1h4x5Griffiths, Rogerauthor1991-06-30publicIndividual Differences in Second-Language Learning by Peter Skehan. London: Edward Arnold, 1989. 168 pp.articlelocaloai:escholarship.org:ark:/13030/qt77n0788f2011-07-04T00:43:18Z am 3u Issues in Applied LinguisticsVol. 2, no. 1 (Jun. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/77n0788fLocker, Rachelauthor1991-06-30publicNew Zealand Ways of Speaking English edited by Allan Bell and Janet Holmes. Clevedon, UK: Multilingual Matters, 1990. 305 pp.articlelocaloai:escholarship.org:ark:/13030/qt70b0s7qp2011-07-04T00:43:11Z am 3u Issues in Applied LinguisticsVol. 2, no. 1 (Jun. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/70b0s7qpRamanathan, Vaidehiauthor1991-06-30This study in linguistic stylistics examines the coherence in Sam Shepard's play Fool for Love by focussing on the relationship of speech exchanges to frames and the relationship of frames to one another. A frame, defined as the activity that the speakers are engaged in, consists of two types: (1) single-speaker frames, which involve only one speaker and an implied or passive listener, and (2) multi-speaker frames, which involve more than one speaker. The following paper, however, will examine only multi-speaker frames.Because frame analysis enables one to focus on units larger than those usually examined in linguistic stylistics, it can be seen to provide a clearer understanding of textual coherence in dramatic texts. Specifically, the study argues that both coherence in Shepard's play results when speech exchanges and frames are formed into patterns which the reader perceives as unified wholes, and that coherence may result when even discontinuous utterances are organized into a pattern which the reader can perceive as a unified whole. On a larger scale, it is shown that discontinous frames can themselves be arranged into a pattern which can be perceived as coherent by the reader, and that overall coherence depends not upon continuity between frames, but rather on the arrangement of discontinous or continuousframes into a coherent whole.publicFrames and Coherence in Sam Shepard's Fool for Lovearticlelocaloai:escholarship.org:ark:/13030/qt2dp919bh2011-07-04T00:43:07Z am 3u Issues in Applied LinguisticsVol. 2, no. 1 (Jun. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2dp919bhBrown, James Dauthor1991-06-30The Hawaii State Test of Essential Competencies (HSTEC) is a minimal competency test which students must pass to graduate from high school. This paper focuses on differences in HSTEC (Form G) performance between 300 ninth grade students of limited English proficiency (SLEP) and the 318 ninth grade students used in the original norming sample (NORM group). The analyses indicate that SLEP students form a distinctly separate population from the NORM group (F = 206.21, p < .01) with SLEP students scoring 26.14 points lower than the NORM group on average. At the same time, those subtests which the SLEP students found to be more difficult were correspondingly difficult for the NORM group. Though there were no significant differences found among the various SLEP group ethnicities, there were significant differences among the HSTEC subtests and for interactions between ethnicity and the subtests. The results are discussed in terms of language training that some of the SLEP students should receive so that they can demonstrate their true abilities on the HSTEC.publicPerformance of ESL Students on a State Minimal Competency Testarticlelocaloai:escholarship.org:ark:/13030/qt3v1089k42011-07-04T00:43:01Z am 3u Issues in Applied LinguisticsVol. 2, no. 1 (Jun. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3v1089k4Daoud, Mohamedauthor1991-06-30This study presents the policy of Arabization in Tunisia as an example of language planning which has been used to pursue and maintain power. It argues that Arabization has been promoted only to the extent that it served the interests of the politico-economic ruling elite. After reviewing the relevant literature, the study evaluates the language situation in Tunisia in terms of the degree of implementation of Arabization in three domains: 1) education; 2) government administration; 3) the media and general use. The study shows that the official authorities have been quite inconsistent in promoting Arabization, and that they have encouraged bilingualism (Arabic and French) and biculturalism (Arab-Islamic and Western European, mainly French) much more consistently. In this light, the study analyzes the attitudes and objectives of the authorities, who represent the influential elites, as they interact with other competing elites in order to maintain power.publicArabization in Tunisia: The Tug of Wararticlelocaloai:escholarship.org:ark:/13030/qt28f8z4sn2011-07-04T00:42:56Z am 3u Issues in Applied LinguisticsVol. 2, no. 1 (Jun. 1991)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/28f8z4snKunnan, Antony Jauthor1991-06-30publicPolitical Challenges and Applied Linguisticsarticlelocaloai:escholarship.org:ark:/13030/qt65k281c92011-07-04T00:42:51Z am 3u Issues in Applied LinguisticsVol. 5, no. 1 (Jun. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/65k281c9Lagunoff, Rachelauthor1994-06-30publicAn Introduction to Language (Fifth Edition) by Victoria Fromkin and Robert Rodman. Fort Worth: Harcourt Brace Jovanovich, 1993. xvi + 544 pp.articlelocaloai:escholarship.org:ark:/13030/qt6ph8j2qp2011-07-04T00:42:47Z am 3u Issues in Applied LinguisticsVol. 5, no. 1 (Jun. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6ph8j2qpWang, Benjamin Qauthor1994-06-30publicNewspapers by Peter Grundy. Oxford: Oxford University Press, 1993. 134 pp.articlelocaloai:escholarship.org:ark:/13030/qt54h0h18c2011-07-04T00:42:42Z am 3u Issues in Applied LinguisticsVol. 5, no. 1 (Jun. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/54h0h18cYap, Foong-HaauthorShirai, Yasuhiroauthor1994-06-30publicOn the Nature of Connectionist Conceptualizations and Connectionist Explanationsarticlelocaloai:escholarship.org:ark:/13030/qt0pb2m16t2011-07-04T00:42:38Z am 3u Issues in Applied LinguisticsVol. 5, no. 1 (Jun. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0pb2m16tHenschel, Lisa Mariaauthor1994-06-30publicFocus on American Culture. Elizabeth Henly. Englewood Cliffs, NJ: Regents/Prentice Hall, 1993. xiii + 144 pp.articlelocaloai:escholarship.org:ark:/13030/qt82d5k3d02011-07-04T00:42:32Z am 3u Issues in Applied LinguisticsVol. 5, no. 1 (Jun. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/82d5k3d0Leech, Davidauthor1994-06-30publicLexical Phrases and Language Teaching by James R. Nattinger and Jeanette S. DeCarrico. Oxford University Press, 1992. xiii + 218 pp.articlelocaloai:escholarship.org:ark:/13030/qt7dw3b0v22011-07-04T00:42:28Z am 3u Issues in Applied LinguisticsVol. 5, no. 1 (Jun. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7dw3b0v2Williams, Howardauthor1994-06-30publicLanguage Transfer in Language Learning edited by Susan M. Gass and Larry Selinker. Amsterdam and Philadelphia: John Benjamins Publishing Company, 1993. 236 pp.articlelocaloai:escholarship.org:ark:/13030/qt4365f03g2011-07-04T00:42:23Z am 3u Issues in Applied LinguisticsVol. 5, no. 1 (Jun. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4365f03gGonzales, Patrickauthor1994-06-30publicTalk at Work: Interaction in Institutional Settings (Studies in Interactional Sociolinguistics 8) edited by Paul Drew and John Heritage. New York: Cambridge University Press, 1992. 580 pp.articlelocaloai:escholarship.org:ark:/13030/qt1tb4z6x12011-07-04T00:42:18Z am 3u Issues in Applied LinguisticsVol. 5, no. 1 (Jun. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1tb4z6x1Jacobs, George Mauthor1994-06-30There have been inconsistent findings in previous second language research on the effect of vocabulary glossing on reading comprehension (Davis, 1989; Jacobs, Dufon, & Fong, 1994; Johnson, 1982; Pak, 1986). The present study was undertaken to extend this body of research in two ways: (a) by including another set of second language learners, another text, and another set of vocabulary glosses, accompanied by rigorous experimental procedures; and, (b) by considering the possible interaction of other variables with glossing. These other variables were: psychological type, tolerance of ambiguity, proficiency, frequency of gloss use, perceived value of gloss use, and time on task.Glossing can be situated in the context of recent work on the reading process (Eskey, 1988; Lesgold & Perfetti, 1981; Rumelhart, 1980; Stanovich, 1980) and learning strategies (Cohen, 1990; O'Malley & Chamot, 1990; Ojrford, 1990; Wenden, 1991). Glossing strengthens the bottom-up component of the reading process. The use of glossing is one of several possible repair strategies that readers can use when they recognize comprehension breakdowns.One hundred sixteen U.S. college students enrolled in a third-semester Spanish course participated in the study. They were randomly assigned to one of two conditions, with half reading an unglossed Spanish text and half reading the same text accompanied by English glosses. After reading the text, participants were asked to write as much of the text as they could recall. Results showed a significant effect for glossing but no significant interactions between the treatment and any of the other variables. Suggestions are made as to the optimal use of vocabulary glosses.publicWhat Lurks in the Margin: Use of Vocabulary Glosses as a Strategy in Second Language Readingarticlelocaloai:escholarship.org:ark:/13030/qt9t27k9252011-07-04T00:42:13Z am 3u Issues in Applied LinguisticsVol. 5, no. 1 (Jun. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9t27k925Osburne, Andrea GauthorMulling, Sylviaauthor1994-06-30Recent research on writing prompts which fit the preferences of English NS writers has found that NS writers prefer prompts in question form (Brossell & Ash, 1984) and that anticipating a good grade will positively influence writers' choices (Hayward, 1988). Little is known about whether this applies to L2 writers, however. The present study surveyed 142 ESOL students for their preferences as to form of prompt, and also surveyed for other factors relating to their choices such as perceived difficulty of a topic. Each student used a 5-point Likert scale to respond to ten potential prompts. The data were then analyzed using ANOVA, correlation analysis, and multiple regression analysis. No statistically significant difference was found in students' preference for prompts in different forms (question or statement). However, perceived ease, degree of interest, and potential prolificacy of prompt individually and as a group correlated strongly with students' preferences. It seems that ESOL students, while perhaps not alert to potentially helpful syntactic clues in prompts, are nonetheless probably using appropriate strategies when given a choice of prompt to write on.publicEssay Prompts and the ESOL Studentarticlelocaloai:escholarship.org:ark:/13030/qt3r55x6772011-07-04T00:42:08Z am 3u Issues in Applied LinguisticsVol. 5, no. 1 (Jun. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3r55x677Leech, Davidauthor1994-06-30Accurate and native-like word choice in writing is an important but problematic area of second language use. This paper presents an analytic foundation for pedagogical research and application which extends beyond the traditional 'superficial' categories of morphosyntactic rule violations and false cognates. Simultaneous 'complementary' analytic categories are proposed: the complexity of understanding word choice in written production entails the incorporation of several relevant theoretical and applied perspectives: lexical-semantics, syntax, text-analysis, pragmatics, language acquisition, cognition and memory, and pedagogical research. This study focuses on the first four as a necessary preliminary step. Major categories of word choice analysis are synthesized from both a theoretical perspective and from an empirical one, with an examination of data from ESL writers. The paper goes on to discuss implications for ESL pedagogy and further research.publicProblematic ESL Content Word Choice in Writing: A Proposed Foundation of Descriptive Categoriesarticlelocaloai:escholarship.org:ark:/13030/qt64d102q52011-07-04T00:42:02Z am 3u Issues in Applied LinguisticsVol. 5, no. 1 (Jun. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/64d102q5Davies, William Dauthor1994-06-30publicEnglish Dative Alternation and Evidence for a Thematic Strategy in Adult SLAarticlelocaloai:escholarship.org:ark:/13030/qt7qx4s30k2011-07-04T00:41:58Z am 3u Issues in Applied LinguisticsVol. 5, no. 1 (Jun. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7qx4s30kWilliams, Robert Sauthor1994-06-30This paper explores the phenomenon of post verbal alternation in English double object constructions, and presents a statistical model for predicting the position of the indirect object in instances where alternation is unconstrained (e.g. "Roger gave us the clothes," vs. "Roger gave the clothes to us."). Analysis covers a large set of written and oral American English data using a parametric multiple regression instrument to establish the relationship of a set of grammatical and discourse variables to a binary dependent variable, in this case the post-verbal position of the indirect object.publicA Statistical Analysis of English Double Object Alternationarticlelocaloai:escholarship.org:ark:/13030/qt8qf731vv2011-07-04T00:41:53Z am 3u Issues in Applied LinguisticsVol. 5, no. 1 (Jun. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8qf731vvPoole, DeborahauthorPatthey-Chavez, G Genevieveauthor1994-06-30In an effort to locate instances of Tharp and Gallimore's assisted performance in educational settings, teacher-student interactions in typical teacher-fronted classrooms are contrasted with the organization of talk across a variety of alternate educational participant structures—a teacher-student conference, small group work, the making of a class video, and a problem-solving interaction in a computer lab—that deviate from the traditional "default script" (Cazden, 1988, p. 53) of classroom interactions. We consider how each learning arrangement affects the extent to which students are able to initiate, control, and maintain interaction, and the extent to which their agendas are articulated. We further consider the influence exerted by the multiple facets of each encounter's institutional and interpersonal context. This range of influences precludes a monolithic transfer of knowledge, pointing to the obviously agentive role of the novice as well as to ways in which historical and institutional expectations are represented (or altered) in interactional encounters. Hence, locating assisted performance uncovers a web of relationships among participants, tasks, and talk that both facilitate and constrain learning in a given novice-expert episode.publicLocating Assisted Performance: A Study of Instructional Activity Settings and their Effects on the Discourse of Teachingarticlelocaloai:escholarship.org:ark:/13030/qt6gd4t2mr2011-07-04T00:41:39Z am 3u Issues in Applied LinguisticsVol. 5, no. 1 (Jun. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6gd4t2mrKreuter, BetsyauthorStrauss, Susanauthor1994-06-30publicNew Directionsarticlelocaloai:escholarship.org:ark:/13030/qt4148k4c62011-07-04T00:41:34Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4148k4c6Yoshida, Eriauthor1994-12-30publicDiscourse Modality: Subjectivity, Emotion, and Voice in the Japanese Language by Senko Maynard. Amsterdam and Philadelphia: John Benjamins Publishing Company, 1993. x + 315 pp.articlelocaloai:escholarship.org:ark:/13030/qt3r98n0p22011-07-04T00:41:30Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3r98n0p2Mayes, Patriciaauthor1994-12-30publicConditionals and the Logic of Desirability: An Interview with Noriko Akatsukaarticlelocaloai:escholarship.org:ark:/13030/qt05z411322011-07-04T00:41:25Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/05z41132Huang, Chiung-chihauthor1994-12-30publicIssues in Chinese Functionalism: An Interview with Sandra A. Thompsonarticlelocaloai:escholarship.org:ark:/13030/qt66t5t4zf2011-07-04T00:41:20Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/66t5t4zfNiimura, TomomiauthorHayashi, Brendaauthor1994-12-30As seemingly simple and straightforward constructions, demonstratives are taught to foreign language learners at a rather early stage in their language instruction. For native speakers of Japanese, English "this" and "that" seem fairly easy to acquire, just as the Japanese demonstratives ko, so, and a seem like unproblematic constructions for native speakers of English. However, language teachers often find that even fairly advanced learners of Japanese or English have trouble with many of the less transparent issues surrounding demonstrative usage.The present paper focuses on the demonstratives "this," "that," ko, so, and a and the peculiar problems that they pose for L2 students. We will show that in accordance with Strauss (1993a, 1993b) and Kinsui and Takubo (1990, 1992), instruction of demonstratives based on the traditional analysis of plus/minus proximity is inadequate. Data from intermediate and advanced L2 learners as well as from native speakers of each language are examined according to recent models (i.e., Strauss' focus schema and Kinsui and Takubo's domain theory of the speaker's experience/perception), which prove to be promising alternatives in teaching demonstratives to L2 learners of Japanese and English.publicEnglish and Japanese Demonstratives: A Contrastive Analysis of Second Language Acquisitionarticlelocaloai:escholarship.org:ark:/13030/qt39h6d6pd2011-07-04T00:41:15Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/39h6d6pdOhta, Amy Snyderauthor1994-12-30This longitudinal study of teacher talk examines the use of effective particles in the language of the university-level elementary Japanese as a foreign language classroom. The classroom is viewed as a crucial language socializing space in which students are not only acquiring grammatical competence, but are also being socialized into particular norms of interaction in Japanese. The frequency and variety of affective particles are carefully calculated and compared with particle use in ordinary conversation. The results show that affective particles are used far less frequently in the classroom language analyzed than in ordinary conversation. Significant differences between teachers were also found. Qualitative analysis of classroom assessments reveals that teacher stance impacts the frequency of affective particle use, with teachers revealing their communicative orientation towards interaction with students through their affective particle use—the frequency of affective particle use increases when the teacher's focus is on the communicative content of the interaction rather than on grammatical form.publicSocializing the Expression of Affect: An Overview of Affective Particle Use in the Japanese as a Foreign Language Classroomarticlelocaloai:escholarship.org:ark:/13030/qt5rg0f3q42011-07-04T00:41:09Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5rg0f3q4Kanagy, Ruthauthor1994-12-30Previous research has established that language learners follow developmental sequences in acquiring such features as tense, negation, and question formation in a second language (L2), and that these patterns are similar to those characteristic of children acquiring their first language (L1). These findings have been based almost exclusively on acquisition patterns in learners of English and other Indo-European languages; until recently, almost no L2 acquisition research existed on typologically dissimilar (i.e., non-Indo-European) languages. Thus, the question arises: Do learners of non-Indo-European languages also follow common routes in acquiring certain L2 features? To address this issue, the development of negation in L2 learners of Japanese was selected as the focus for the present study. Twelve subjects beginning their study of Japanese at the university level in the U.S. were recruited to determine how propositional negation emerged in their interlanguage. Subjects were interviewed bi-monthly over an academic year and oral production data examined to determine types of negation patterns used and predicate contexts in which they emerged. Analysis of data revealed several developmental patterns common to the learners: 1) from fewer to more negation patterns were used over time, and 2) an ordering effect was observed in terms of the predicate environment in which negation is acquired first (nominal and verb negation before adjective negation). Results expand our understanding of developmental sequences in L2 learning by establishing its occurrence in a non-Indo-European language. It also documents that L2 Japanese learners negative constructions are remarkably similar to those of L1 children. The present study, by providing insight into the acquisition of one feature in a non-Indo-European language, holds significance for second language theory as well as Japanese language pedagogy.publicDevelopmental Sequences in Learning Japanese: A Look at Negationarticlelocaloai:escholarship.org:ark:/13030/qt5g98n7d62011-07-04T00:41:04Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5g98n7d6Spees, Hirokoauthor1994-12-30When compared to other ethnic groups, the Japanese are often said to communicate using indirect speech patterns. This characterization, however, is mostly based on casual observation and there have not been many empirical studies.This study investigates whether or not the Japanese are more indirect than Americans in conversations between same status interlocutors and whether the use of indirectness is influenced by in-group and out-group distinctions for speech acts of requests and complaints, as determined by a questionnaire study.The results of this study did not support the hypothesis that Japanese students are more indirect than American students in complaint and request situations. Americans tended to behave similarly in all situations studied, while Japanese responded and acted differently in different situations. However, Japanese students are not more indirect toward out-group members. These results suggest that Japanese may be more direct than assumed, at least when there is no apparent status difference. Although it may be true that Japanese traditionally value indirectness more than speakers of other languages, this does not mean that Japanese speakers are necessarily more indirect than others.publicA Cross-Cultural Study of Indirectnessarticlelocaloai:escholarship.org:ark:/13030/qt4pf854v52011-07-04T00:41:00Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4pf854v5Minami, Masahikoauthor1994-12-30To study culturally preferred narrative elicitation patterns, conversations between mothers and children from three different groups were analyzed: (1) Japanese-speaking mother-child pairs living in Japan, (2) Japanese-speaking mother-child pairs living in the U.S., and (3) English-speaking North American (Canadian) mother-child pairs. Study One, which compared mothers from the two different Japanese groups, suggests that Japanese mothers in the U.S. were more likely to prompt their children to extend the topic right after uttering huun ('well'). Study Two, which included the English-speaking mother-child pairs, yielded the following salient contrasts: (1) In comparison to English-speaking mothers, mothers of both Japanese groups gave proportionately less evaluation. (2) Both in terms of frequency and proportion, mothers of both Japanese groups gave more verbal acknowledgment than did English-speaking mothers. (3) However, Japanese mothers in the U.S. requested proportionately more description from their children than did Japanese mothers in Japan. At five years, Japanese-speaking children, whether living in Japan or the U.S., produced roughly 1.2 utterances per turn on average, whereas English-speaking children produced approximately 2.1 utterances per turn, a significant difference. Thus, while English-speaking mothers allow their children to take long monologic turns and give many evaluative comments, Japanese mothers, whether living in Japan or the U.S., simultaneously pay considerable attention to their children's narratives and facilitate frequent turn exchanges. The two studies reported in this paper thus suggest that these differences and similarities may be explained in terms of culture; that is, while inducting their children into a communicative style that is reflective of their native culture, Japanese mothers living in the U.S. are, at the same time, subject to the influence of Western culture. Implications of these findings are further considered in the light of improving cross-cultural understanding.publicEnglish and Japanese: A Cross-Cultural Comparison of Parental Styles of Narrative Elicitationarticlelocaloai:escholarship.org:ark:/13030/qt29p5w1zb2011-07-04T00:40:54Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/29p5w1zbMishina, Satomiauthor1994-12-30publicEnglish Grammar for Students of Japanese (The Study Guide for Those Learning Japanese) by Mutsuko Endo Hudson. Ann Arbor: The Olivia and Hill Press, 1994 vii + 204 pp.articlelocaloai:escholarship.org:ark:/13030/qt3qq314jb2011-07-04T00:40:50Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3qq314jbEzaki, Motokoauthor1994-12-30publicAn Introduction to Japanese Grammar and Communication Strategies by Senko K. Maynard. Tokyo: The Japan Times, 1990. pp. xxiii + 502.articlelocaloai:escholarship.org:ark:/13030/qt50x724f12011-07-04T00:40:45Z am 3u Issues in Applied LinguisticsVol. 8, no. 2 (Dec. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/50x724f1Clark, John Tauthor1997-12-30In this paper I demonstrate how a man, in real time interaction, makes relevant his social identity as teacher and African American as he tries to get the students to adopt stylistic and strategic aspects of educated middle class rhetoric, which I call the abstract/ speculative inquiry style.When the teacher asserts certain institutional classroom interactional privileges associated with being a teacher (e.g., interrupting a student's turn) he highlights his identity qua teacher (and his interlocutors' identities qua students), and therefore highlights the power asymmetry of the social interaction. Insofar as the teacher exploits (and the students allow him to exploit) these power-asymmetrical interactional resources as he promotes abstract/speculative rhetorical inquiry, and attempts to silence concrete/empirical rhetorical inquiry, he and they imbue the character of teaching abstract/speculative inquiry with hegemonic, even coercive, political significance.When the teacher foregrounds his shared African American social identity with the students he 1) does not assert those institutional classroom interactional privileges associated with being a teacher, and 2) uses more concrete/empirical features in his own rhetoric —even as he attempts to promote abstract/speculative inquiry. As a consequence of these co-occurrence facts, the teacher marks both a particular rhetorical style (abstract/speculative inquiry) as well as a hierarchical classroom interactional ecology with non-African Americaness or whiteness, while imbuing concrete/empirical inquiry and a more symmetrical conversational ecology with African-Americaness.public"Tell Me Legally, Tell Me Legally": Linguistic Hegemony in Real Timearticlelocaloai:escholarship.org:ark:/13030/qt9p29x6302011-07-04T00:40:41Z am 3u Issues in Applied LinguisticsVol. 8, no. 2 (Dec. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9p29x630Bhimji, Fazilaauthor1997-12-30The paper examines parent children interaction in Mexican and Central American familes. The paper focuses on the forms of discourse parents adopt to correct children's speech and non-verbal behavior. The majority of the time parents employ unmodulated corrections and bald imperatives to direct children's behavior. When modulated forms of language are employed, it is done in the context of teasing. The paper also illustrates how children respond to corrections of their speech and behavior. Children exhibit an epistemological stance i.e., a display of knowledge most of the time and do not necessarily model correct forms of behavior in their subsequent turns.public¡Mueve la Almohada! ¡Levante la Cara! (Move the pillow. Lift your head) An Analysis of Correction Talk in Mexican and Central American Parent Child Interactionarticlelocaloai:escholarship.org:ark:/13030/qt6bj5p90n2011-07-04T00:40:36Z am 3u Issues in Applied LinguisticsVol. 8, no. 2 (Dec. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6bj5p90nWu, Ruey-Jiuan Reginaauthor1997-12-30Within the framework of conversation analysis (Sacks, Schegloff, & Jefferson, 1974), this paper investigates how Mandarin speakers negotiate their participatory roles in multi-party conversation through the use of linguistic and non-linguistic resources. Specifically, the present paper focuses on two sequential contexts: (1) parties who have otherwise been playing a marginal role try to make themselves focal, and (2) others incorporate a previously not actively participating party.Close examination of video- and audio-recorded naturally occurring ordinary conversation reveals that one of the linguistic resources recurrently employed in these two contexts is a turn-initial discourse particle plus an additional turn component. The data also show that different particle-plus-other component structures are regularly accompanied by different body movements, which seem to embody the speaker's orientation to the degree of disjunctiveness of what is going to be projected in the particle-prefaced turn and how it relates to the current organization of interaction and its topic.publicTransforming Participation Frameworks in Multi-Party Mandarin Conversation: The Use of Discourse Particles and Body Behaviorarticlelocaloai:escholarship.org:ark:/13030/qt3ch6f6tk2011-07-04T00:40:32Z am 3u Issues in Applied LinguisticsVol. 8, no. 1 (Jun. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3ch6f6tkCurley, Carleenauthor1997-06-30publicSecond Language Acquisition by Rod Ellis. Oxford: Oxford University Press, 1997. 147 pp.articlelocaloai:escholarship.org:ark:/13030/qt9gp5j4gq2011-07-04T00:40:27Z am 3u Issues in Applied LinguisticsVol. 8, no. 1 (Jun. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9gp5j4gqFriedman, Debra Aauthor1997-06-30publicSpeakers, Listeners and Communication: Explorations in Discourse Analysis by Gillian Brown. Cambridge: Cambridge University Press, 1995. 251 pp.articlelocaloai:escholarship.org:ark:/13030/qt2cv8d7z22011-07-04T00:40:22Z am 3u Issues in Applied LinguisticsVol. 8, no. 1 (Jun. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2cv8d7z2Baquedano-López, Patriciaauthor1997-06-30This study describes narrative activity in a doctrina class (children's religious education class in Spanish) composed of Mexican immigrants at a Catholic parish in Los Angeles. During the telling of the narrative of the apparition of Nuestra Senora de Guadalupe (Our Lady of Guadalupe) doctrina students and their teacher collaboratively construct a multiplicity of identities in an ongoing narrative version. These past and present identities are represented as Mexican, de aquí (from here), and dark-skinned against the backdrop of the description of an oppressive colonial past in Mexico. The paper compares a doctrina class with a racially mixed religious education class conducted in English (catechism) at the same parish to illustrate differences in the way social identities are created in both classes.publicCreating Social Identities through Doctrina Narrativesarticlelocaloai:escholarship.org:ark:/13030/qt13r022km2011-07-04T00:40:16Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/13r022kmYokota, Marikoauthor1994-12-30According to Nakajima (1989), Japanese political discussions are characterized by 'question-response' sequences which occupy considerable time, but display no clear resolution nor true dispute. The present study examines 'question-response' sequences in Japanese political discourse. In particular, the study addresses how questions (Qs) are used to control other interlocutors as well as the relationship between questions and conflict in Japanese political discourse. A panel discussion conducted among several panelists of Japanese politicians, economists, and professional moderators, was video-tape recorded from a Japanese television program and transcribed. Questions are identified and classified into several syntactic forms and the distribution of these question forms in the data is examined. The manner in which questions are posed and responded to is qualitatively and quantitatively analyzed in order to determine the degree of control exerted and their role as dispute markers. These analyses reveal that questions that possess greater ambiguity in terms of desired addressees' responses are preferred and strategically utilized along with suprasegmental features and non-linguistic devices in the Japanese political discussion under investigation. The study shows that the general tendency to avoid overt control and overt conflict is reflected in questioning strategies employed in the discourse, which may symbolize a characteristic type of Japanese-like argumentation.publicThe Role of Questioning in Japanese Political Discoursearticlelocaloai:escholarship.org:ark:/13030/qt98s3q1632011-07-04T00:40:12Z am 3u Issues in Applied LinguisticsVol. 8, no. 2 (Dec. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/98s3q163Grinstead, Johnauthor1997-12-30publicThe Content-Based Classroom: Perspectives on Integrating Language and Content edited by Marguerite Ann Snow and Donna M. Brinton. White Plains, NY: Longman, 1997. Pp. xvi+431.articlelocaloai:escholarship.org:ark:/13030/qt6rv8s54n2011-07-04T00:40:07Z am 3u Issues in Applied LinguisticsVol. 8, no. 2 (Dec. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6rv8s54nMonaghan, Leilaauthor1997-12-30publicEmbodying Friendship: Social Structure, the Use of Space and Language Use in a New Zealand Deaf Women's Grouparticlelocaloai:escholarship.org:ark:/13030/qt7zr9n7m22011-07-04T00:39:54Z am 3u Issues in Applied LinguisticsVol. 8, no. 2 (Dec. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7zr9n7m2Larson, Joanneauthor1997-12-30The current political atmosphere surrounding literacy education in the United States pits whole language and phonics-only instruction against each other. Whole language teachers, already besieged by parents and district administrators clamoring for evidence of rising standardized test scores, are coming under increasing public pressure to abandon meaning-based language arts curricula in favor of basic-skills instruction. Using ethnographic methodology, the study from which data for this article are drawn examines how local language arts pedagogy is instantiated in classrooms. In particular, this project focuses on documenting how teachers use an ecology of social practices to form a comprehensive literacy curriculum. The analysis will show how one first grade teacher creates a context for learning in which the whole and parts of text are in dialogic relation. By gaining an understanding of current practice, this study may help teachers construct literacy curricula that more effectively addresses the tension they have experienced within language arts pedagogy. By understanding the practices of real teachers, we will be in a better position to enter the public debate over the strengths and weaknesses of both whole language and phonics pedagogies by providing evidence of how teachers merge process and skills in their classrooms.publicConnecting Language and Literacy Learning: First Graders Learning to Write in a Whole Language Classroomarticlelocaloai:escholarship.org:ark:/13030/qt7z40n23v2011-07-04T00:39:49Z am 3u Issues in Applied LinguisticsVol. 8, no. 1 (Jun. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7z40n23vMinami, Masahikoauthor1997-06-30publicPragmatic Development by Anato Ninio and Catherine E. Snow. Boulder, CO: Westview, 1996, 222 pp.articlelocaloai:escholarship.org:ark:/13030/qt0t73d5th2011-07-04T00:39:44Z am 3u Issues in Applied LinguisticsVol. 8, no. 2 (Dec. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0t73d5thTaleghani-Nikazm, CarmenauthorVlatten, Andreaauthor1997-12-30This paper investigates the role of gesture in instruction giving and in instruction receiving during a cooking lesson. Gestures and embodied actions are not entirely a speaker's phenomenon but are oriented to and also used by listeners as well. We will focus primarily on the recipient and his/her orientation to verbal and embodied instruction giving.Instructions are broken down into smaller sequences (Wright & Hull, 1990). This paper analyzes three relevant next actions which can follow the instruct turn: (1) embodied instinct receipt tokens (head nod); (2) embodied repetition of the embodied instruct; and (3) repair.In general, an embodied action can be coined as an "embodied instruct". And once understood as such by all participants, it is available to all participants in subsequent sequences. Thus an embodied gesture can "travel" from one participant to another.publicInstruction Receipt in Face-to-Face Interactionarticlelocaloai:escholarship.org:ark:/13030/qt6rd574v12011-07-04T00:39:39Z am 3u Issues in Applied LinguisticsVol. 8, no. 2 (Dec. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6rd574v1Kidwell, Mardiauthor1997-12-30This paper expands conversation analytic notions of recipiency by considering recipient proactivity. At issue are the methods by which an unaddressed participant of a story-in-progress makes claims on a teller's attention through a series of upgraded responses to the story. These claims range from gaze direction toward the teller, to displays of knowledge of particular story components. The recipient's displays of knowledge regarding the story provide a resource for her to elicit the teller's attention, thereby providing her a method of challenging the participation framework of the ongoing talk.publicDemonstrating Recipiency: Knowledge Displays as a Resource for the Unaddressed Participantarticlelocaloai:escholarship.org:ark:/13030/qt84f0b03v2011-07-04T00:39:35Z am 3u Issues in Applied LinguisticsVol. 8, no. 2 (Dec. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/84f0b03vGuthrie, AnnaauthorRaymond, GeoffreyauthorStivers, Tanyaauthor1997-12-30publicEmbodiment in Discoursearticlelocaloai:escholarship.org:ark:/13030/qt441339rf2011-07-04T00:39:29Z am 3u Issues in Applied LinguisticsVol. 8, no. 1 (Jun. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/441339rfLo, Adrienneauthor1997-06-30This article examines the interactive deployment of code-switching in a conversation between a Chinese American man, a Korean American man, and an African American man. By drawing upon their heteroglossic repertoires of a vulgar register of Korean, English inflected with African American Vernacular English, and formal English, the participants index specific ethnic identities for themselves and for each other while collaboratively constructing the identity of a girl. Yet because a single act of language can have both affiliative and disaffiliative ramifications and because participants' ideologies about even individual words can vary, the indexical meaning of the code-switching is not always shared. This article thus argues that any analysis of code-switching must take into account the local constitution of identities and ideologies as well as the multivocalic nature of language.publicHeteroglossia and the Construction of Asian American Identitiesarticlelocaloai:escholarship.org:ark:/13030/qt7bg0c37w2011-07-04T00:39:25Z am 3u Issues in Applied LinguisticsVol. 8, no. 1 (Jun. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7bg0c37wRoth, AndrewauthorOlsher, Davidauthor1997-06-30Interrogatives (as linguistic objects, described by their grammatical features) and questioning (as a social action, responsive to prior actions and consequential for subsequent ones) can both serve as vehicles for a range of social activities. This article reports on one distinctive form of interrogative, the "what about"-prefaced interrogative, with a particular focus on its uses in broadcast news interviews. We analyze the internal composition and sequential position of "what about"-prefaced interrogatives and identify four standard uses of them by interviewers: pursuing a prior interviewee's response, juxtaposing multiple interviewees' positions, invoking a prior agenda, and proposing membership in a category. On the basis of this analysis, we consider how the recurrent use of this particular interrogative form can serve as an interactional means of instantiating a particular broadcasting "style," thus contributing to distinctions among various public affairs programs.publicSome Standard Uses of "What about"-Prefaced Interrogatives in the Broadcast News Interviewarticlelocaloai:escholarship.org:ark:/13030/qt93x1w8g52011-07-04T00:39:20Z am 3u Issues in Applied LinguisticsVol. 8, no. 1 (Jun. 1997)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/93x1w8g5Rymes, BetsyauthorLo, Adrienneauthor1997-06-30publicAddressing Heterogeneity: Language Use in Urban Environmentsarticlelocaloai:escholarship.org:ark:/13030/qt94b0q9532011-07-04T00:39:15Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/94b0q953Suzuki, Ryokoauthor1994-12-30publicSubjectivity in Grammar and Discourse by Shoichi Iwasaki. Amsterdam and Philadelphia: John Benjamins, 1993. 151pp.articlelocaloai:escholarship.org:ark:/13030/qt1qr9r7fg2011-07-04T00:39:10Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1qr9r7fgWong, Colleen Hauthor1994-12-30publicKnowledge of Reflexives in a Second Language by Margaret Thomas. Amsterdam/Philadelphia: John Benjamins Publishing Company, 1993. 234 pp.articlelocaloai:escholarship.org:ark:/13030/qt7434r47k2011-07-04T00:39:05Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7434r47kKawanishi, Yumikoauthor1994-12-30publicKorean by Ho-min Sohn. London and New York: Routledge, 1994. xvii, 584 pp. Descriptive Grammars.articlelocaloai:escholarship.org:ark:/13030/qt91k795gh2011-07-04T00:39:00Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/91k795ghSohn, Sung-Ock Sauthor1994-12-30publicA Korean Grammar on Semantic-Pragmatic Principles by Keedong Lee. Seoul: Hankwuk Munhwasa (Korea Press), 1993. 565 pp.articlelocaloai:escholarship.org:ark:/13030/qt63p7k5932011-07-04T00:38:56Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/63p7k593Kawanishi, Yumikoauthor1994-12-30publicOn the "Theory of Territory of Information": An Interview with Akio Kamioarticlelocaloai:escholarship.org:ark:/13030/qt71b7r2wm2011-07-04T00:38:51Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/71b7r2wmMishina, Satomiauthor1994-12-30publicA New Perspective on Women's Language in Japanese: An Interview with Sachiko Idearticlelocaloai:escholarship.org:ark:/13030/qt73q6b2482011-07-04T00:38:46Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/73q6b248Kimura, Kazumiauthor1994-12-30This study will provide a fuller account of the functions of sumimasen, one of the expressions used for both apology and thanks in everyday Japanese conversation. In order to accurately explain these functions, it is necessary to carefully observe the different socio-cultural contexts in which this expression occurs. Hence, a database consisting of ten hours of daily conversation was used as the foundation for the study, with these ten hours of talk yielding a total of 44 tokens of sumimasen. This study will also attempt to relate sumimasen to other strategies for expressing apology and gratitude in Japanese and to examine whether certain values of Japanese society may be reflected through the usage of this expression.publicThe Multiple Functions of Sumimasenarticlelocaloai:escholarship.org:ark:/13030/qt2s39w33c2011-07-04T00:38:41Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2s39w33cWang, Xiaauthor1994-12-30Since Kaplan hypothesized English writing as direct and Oriental writing as circular in 1966, much research has been done in contrastive rhetoric. However, few studies have compared English writing and Asian writing in its original text or compared rhetoric across cultures. In addition, what causes Asian students to write differently from English speakers remains an arguable issue. In response to this debate, the researcher focuses on how Chinese writing instruction can cause negative interference for Chinese ESL students' writing in English. One representative work in Chinese literary criticism and four texts in Chinese rhetoric are analyzed to determine how Chinese and English writing utilize different rhetorical forms even though they may share some common elements.Specifically, this study shows that in Chinese writing the main idea can be more general, as a theme, or specific, as a thesis statement, and can come at the beginning or the end of a paper, although the end is preferred by most accomplished writers. In addition, a Chinese writer is expected to build the overall organization on word and sentence level structures and to use various indirect techniques to arouse the reader's interest in the aesthetics of a piece of writing. The writer does not have to state everything explicitly. Rather, the reader needs to share the writer's responsibility in creating a text by incorporating his or her own interpretation into the writing in Chinese rhetoric.publicWriting Concepts in Chinese Writing Instructionarticlelocaloai:escholarship.org:ark:/13030/qt6cd3b9g82011-07-04T00:38:37Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6cd3b9g8Iwasaki, Shoichiauthor1994-12-30publicJohn Hindsarticlelocaloai:escholarship.org:ark:/13030/qt93z9f9xm2011-07-04T00:38:31Z am 3u Issues in Applied LinguisticsVol. 5, no. 2 (Dec. 1994)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/93z9f9xmStrauss, SusanauthorKreuter, Betsyauthor1994-12-30publicAn East Asian Perspectivearticlelocaloai:escholarship.org:ark:/13030/qt8434h8sw2011-07-04T00:38:26Z am 3u Issues in Applied LinguisticsVol. 11, no. 1 (Jun. 2000)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8434h8swOlsher, Davidauthor2000-06-30publicIntroduction: Nonnative Discoursearticlelocaloai:escholarship.org:ark:/13030/qt23b5r8nc2011-07-04T00:38:22Z am 3u Issues in Applied LinguisticsVol. 11, no. 1 (Jun. 2000)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/23b5r8ncVanniarajan, Swathiauthor2000-06-30publicThe Cultural Origins of Human Cognition by Michael Tomasello. Cambridge, MA: Harvard University Press, 1999, 248 pp.articlelocaloai:escholarship.org:ark:/13030/qt3s25j29j2011-07-04T00:38:11Z am 3u Issues in Applied LinguisticsVol. 11, no. 1 (Jun. 2000)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3s25j29jMorita, Emiauthor2000-06-30publicA Cognitive Approach to Language Learning by Peter Skehan. Oxford: Oxford University Press, 1998, 324 pp.articlelocaloai:escholarship.org:ark:/13030/qt3kk0j6w82011-07-04T00:38:06Z am 3u Issues in Applied LinguisticsVol. 11, no. 1 (Jun. 2000)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3kk0j6w8Wong, JeanauthorOlsher, Davidauthor2000-06-30publicReflections on Conversation Analysis and Nonnative Speaker Talk: An Interview with Emanuel A. Schegloffarticlelocaloai:escholarship.org:ark:/13030/qt2v40v4jf2011-07-04T00:38:01Z am 3u Issues in Applied LinguisticsVol. 11, no. 1 (Jun. 2000)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2v40v4jfCarroll, Donaldauthor2000-06-30That next speakers in talk-in-interaction are capable of precisely timing their entry into the conversational flow is now taken as a given in conversation analytic research. However, the classic studies establishing this fact were based on the analysis of talk between proficient language users, that is, individuals traditionally referred to as "native" speakers. The question then arises as to whether novice-level second language (L2) speakers are similarly capable of precision timing. This paper examines instances of "no-gap" speaker transition, so-called "normal overlap" at transition relevant places, and cases of "turn recycles" in non-pedagogic, casual talk between novice-level Japanese speakers of English (NNS-NNS talk). The primary finding is that novice L2 users can and regularly do start "on time." The paper also explores the possibility that certain inter-turn gaps in the novice L2 data studied here are interactionally occasioned by disfluencies or insufficiencies in prior speaker's turn.publicPrecision Timing in Novice-to-Novice L2 Conversationsarticlelocaloai:escholarship.org:ark:/13030/qt2hc108fn2011-07-04T00:37:56Z am 3u Issues in Applied LinguisticsVol. 11, no. 2 (Dec. 2000)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2hc108fnPiirainen-Marsh, ArjaauthorKoskela, Heidiauthor2000-12-30This paper investigates how multiparty multicultural interactions from broadcast settings are organized to provide opportunities for participants to arrange themselves into different kinds of associations for the management of the core activities of the setting. Building on previous work on collective participation and team alignment in conversational and institutional settings, this paper examines how participants in multiperson broadcast interactions invoke and display the relevance of multiperson units in talk. Drawing on data from multiperson multicultural television discussions, we examine the verbal and nonverbal practices used as resources for invoking, establishing, and negotiating the relevance of collective units of participation and investigate how these units become consequential for the organization of talk and activity in the setting. First, we consider how the institutional representatives call upon the relevance of various associations for current talk by addressing questions collectively to participants or subsets of participants. We describe the key resources used and discuss how they establish opportunities for collective participation. Second, we describe how participants display and negotiate the relevance of associations through a variety of resources, in particular by speaking on behalf of a collection of others, engaging in collaborative action, and aligning with prior speakers.publicCollective Participation as a Resource in Multiparty Multicultural Broadcast Interactionsarticlelocaloai:escholarship.org:ark:/13030/qt4dw4z8rt2011-07-04T00:37:51Z am 3u Issues in Applied LinguisticsVol. 11, no. 2 (Dec. 2000)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4dw4z8rtCarr, Nathan Tauthor2000-12-30This study examines how different composition rating scale types—analytic and holistic—can differentially affect the aspects of academic English ability measured in an ESL proficiency test battery. Specifically, the study addresses the following questions: (1) To what extent do holistic and analytic scales contribute differentially to total scores on a test of academic English ability? (2) To what extent does the test as a whole measure different aspects of language ability, depending on whether analytic or holistic composition scores are used? (3) To what extent does a particular rating scale type provide potentially useful information for placement or diagnosis, either alone or as part of a multi-component assessment? Multiple regression and exploratory factor analyses indicate that changing the composition rating scale type not only changes the interpretation of that section of a test, but may also result in total test scores which are no longer comparable.publicA Comparison of the Effects of Analytic and Holistic Rating Scale Types in the Context of Composition Testsarticlelocaloai:escholarship.org:ark:/13030/qt6jz2527j2011-07-04T00:37:46Z am 3u Issues in Applied LinguisticsVol. 11, no. 2 (Dec. 2000)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6jz2527jPhillabaum, Scottauthor2000-12-30publicDiscourse Analysis in the Language Classroom: Volume 1, The Spoken Language, by Heidi Riggenbach. Ann Arbor: University of Michigan Press, 1999, 222 pp.articlelocaloai:escholarship.org:ark:/13030/qt7gs944m52011-07-04T00:37:41Z am 3u Issues in Applied LinguisticsVol. 11, no. 2 (Dec. 2000)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7gs944m5Pavlenko, Anetaauthor2000-12-30The purpose of the present paper is to bring together several studies in an emerging area of inquiry—that of second language (L2) influence on the first language (L1) in adulthood—in order to reconceptualize the findings within a unitary theoretical framework. Previous research has convincingly established that L2 may influence and even overtake L1 in childhood L2 learning (cf. Wong-Fillmore, 1991). In the present paper, evidence is presented that similar processes may take place in adult L2 learning and use, with L2 influencing L1 phonology, morphosyntax, lexis, semantics, pragmatics, rhetoric, and conceptual representations. The processes taking place in these diverse areas are brought together within a single framework as borrowing, convergence, shift, restructuring, and loss. Possible constraints on L2 influence in adulthood are proposed and theoretical implications discussed, in particular with regard to the nature of L1 competence.publicL2 Influence on L1 in Late Bilingualismarticlelocaloai:escholarship.org:ark:/13030/qt0tg8c97n2011-07-04T00:37:36Z am 3u Issues in Applied LinguisticsVol. 11, no. 1 (Jun. 2000)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0tg8c97nKidwell, Mardiauthor2000-06-30How do native and nonnative English-speaking participants understand one another in front desk service encounters? Specifically, what are the resources that enable them to transact their business at the desk? In this paper, I use the notion of "shared background" to show how participants at the front desk of a university-sponsored English language program rely on the sequential and institutional contexts in which their talk is produced to accomplish their service activities. In particular, I show how receptionists' orientations to the institutional requirements of students' actions in the "request slot" are evident in the design of their responses to students, especially in how they manage both the discourse and institutional relevancies that students' actions pose. Then, I show how participants' opening moves prepare the way for, and render accountable, students' service-seeking activities by constraining the kinds of actions that students can relevantly produce next. I propose that such constraints provide an important resource for participants to understand and respond to one another in institutionally relevant ways, in spite of their (at times) limited shared linguistic resources.publicCommon Ground in Cross-Cultural Communication: Sequential and Institutional Contexts in Front Desk Service Encountersarticlelocaloai:escholarship.org:ark:/13030/qt9rb6b1m62011-07-04T00:37:31Z am 3u Issues in Applied LinguisticsVol. 11, no. 1 (Jun. 2000)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9rb6b1m6Hosoda, Yuriauthor2000-06-30Although a preference for self-repair over other-repair has been observed in both native speaker (NS) discourse (e.g., Schegloff, Jefferson, & Sacks, 1977) and nonnative speaker (NNS) discourse (e.g., Firth, 1996), researchers note that other-repair still often occurs, especially in interactions with NNSs (e.g., Varonis & Gass, 1983). The present study examines conditions under which other-repair occurs and the response to other-repair in natural NS/NNS conversations in Japanese. Analysis of the data reveals the importance of interlocutors' mutual orientation to each other's verbal and non-verbal behavior in the shaping of other-repair and responses to the repair, particularly in NS/NNS conversation.publicOther-Repair in Japanese Conversations Between Nonnative and Native Speakersarticlelocaloai:escholarship.org:ark:/13030/qt472539vg2011-07-04T00:37:26Z am 3u Issues in Applied LinguisticsVol. 11, no. 2 (Dec. 2000)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/472539vgWingard, LeahauthorOlsher, Davidauthor2000-12-30publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt4kx772862011-07-04T00:37:21Z am 3u Issues in Applied LinguisticsVol. 11, no. 2 (Dec. 2000)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4kx77286Ikeda, Elissaauthor2000-12-30publicDiscourse and Context in Language Teaching: A Guide for Language Teachers by Marianne Celce-Murcia and Elite Olshtain. Cambridge: Cambridge University Press, 2000, viii+279 pp.articlelocaloai:escholarship.org:ark:/13030/qt63n8p5nf2011-07-04T00:37:09Z am 3u Issues in Applied LinguisticsVol. 13, no. 1 (Jun. 2002)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/63n8p5nfTrumbull, Alisonauthor2002-06-30publicSchool's Out! Bridging Out-of-School Literacies with Classroom Practicearticlelocaloai:escholarship.org:ark:/13030/qt2rd4b0f32011-07-04T00:36:58Z am 3u Issues in Applied LinguisticsVol. 13, no. 1 (Jun. 2002)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2rd4b0f3Hunter, Jevon Dauthor2002-06-30publicAfrican American English: A Linguistic Introductionarticlelocaloai:escholarship.org:ark:/13030/qt6cw8s9n52011-07-04T00:35:31Z am 3u Issues in Applied LinguisticsVol. 13, no. 1 (Jun. 2002)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6cw8s9n5Mellow, DeanauthorStanley, Karenauthor2002-06-30This paper builds upon the Competition Model to create a broadframework that can inform a connectionist approach to second language acquisition research. After adopting three types ofexplanationsfor second language acquisition and outlining criteriafor evalu- ating theories, the paper summarizes the Competition Model, a theory that utilizes those threetypesofexplanations. Thepaperthensummarizesfindingsregardingthelongitudinal developmentofpasttimeexpression. Toaccountforthesepatterns,thepaperintroduces additional constructs that are consistent with the Competition Model. Integrating "the competition offormsfor expressing functions" with the notion of "cumulative complexity" (Brown, 1973), these new constructs are combined in the Sign-based, Connectionist, Envi- ronmentalist, and Compositionist (SCEC) Framework. The past time patterns are inter- preted as manifestations of expansions in neural connectivity and modifications of connec- tion strengths, changes that result from the associative learning that occurs during the processing of a large number of exemplars.publicTheory Development in Applied Linguistics: Toward a Connectionist Framework for Understanding Second Language Acquisitionarticlelocaloai:escholarship.org:ark:/13030/qt4rm500sb2011-07-04T00:35:26Z am 3u Issues in Applied LinguisticsVol. 13, no. 1 (Jun. 2002)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4rm500sbFriedman, DebraauthorGoldknopf, Emmyauthor2002-06-30publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt4pk3h4c52011-07-04T00:35:13Z am 3u Issues in Applied LinguisticsVol. 13, no. 1 (Jun. 2002)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4pk3h4c5Leung, Santoiauthor2002-06-30publicLanguage as Social Action: Social Psychology and Language Usearticlelocaloai:escholarship.org:ark:/13030/qt193260512011-07-04T00:33:53Z am 3u Issues in Applied LinguisticsVol. 13, no. 1 (Jun. 2002)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/19326051Liontas, John Iauthor2002-06-30This article discusses problems arising due to lack ofscholarly accord regarding the definition of the term idiom. Following a critical review of several of these definitions, a new category of idiom, which I have termed vivid phrasal (VP) idiom, is suggested. The subclassification of VP idioms along a conceptual Lexical-Image Continuum is then pre- sented. I suggest tliat while there still exist various means of categorizing idioms, agree- ment among idiomatologists regarding the definition of idiom can be reached and that, even more importantly, a common research agenda for second language acquisition re- searchers and language teachers is possible. Using empirical evidence, markedness fac- tors, andimplicationaluniversalsforVPidioms, Imakerecommendationsforfutureidiom research. The article concludes with a discussion of the advantages of a common research agendafor the development ofstrategies to assure second andforeign language learners' idiomatic competence.publicVivid Phrasal Idioms and the Lexical-Image Continuumarticlelocaloai:escholarship.org:ark:/13030/qt7qz4g5w32011-07-04T00:33:47Z am 3u Issues in Applied LinguisticsVol. 11, no. 2 (Dec. 2000)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7qz4g5w3Wong, Andrew Dauthor2000-12-30Viewing the process of lexical acquisition as a joint activity, this study proposes an alternative to the dominant approaches to lexical acquisition. Based on longitudinal data, it discusses the various types of conversational exchanges in which new words are introduced in everyday interaction. By exploring the full range of explicit lexical introductions, this study also points out the limitations of many experimental studies. In particular, the types of introduction often examined in experimental studies—namely, adult-initiated labeling, anchoring, and explanation—account for only 8% of all the explicit introductions identified in this study. Other types of explicit introductions, such as repairs, are examined in the context of introducing verbs, adverbs, adjectives, and prepositions. I suggest that by using experiments to determine if there is a correlation between the rate of uptake and the type of introduction, it is possible to explain why words belonging to certain grammatical categories are learned before others.publicExplicit Introductions in Lexical Acquisition: A Case Studyarticlelocaloai:escholarship.org:ark:/13030/qt2fp7x5dz2011-07-04T00:33:43Z am 3u Issues in Applied LinguisticsVol. 11, no. 1 (Jun. 2000)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2fp7x5dzOlsher, DavidauthorWingard, Leahauthor2000-06-30publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt9g14c8f72011-07-04T00:32:46Z am 3u Issues in Applied LinguisticsVol. 13, no. 1 (Jun. 2002)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9g14c8f7Taguchi, Naokoauthor2002-06-30Using corpora of spoken American English conversations, the present study exam- ines the use of discourse markers in different spoken registers. Three conversational cor- pora were selected for analysis: 12 family conversations, 11 professor-student conversa- tions during office hours, and 10 sen'er-customer conversations. Twelve discourse markers were identified based on previous literature, and their occurrences in context were ana- lyzed using the Monoconc concordancing program. Quantitative and qualitative analyses show that there are considerable differences in the frequency distributions of discourse markers. These distribution patterns are interpreted in light of the functions of each dis- course marker interacting with the typical characteristics ofdifferent conversational regis- ters.publicA Comparative Analysis of Discourse Markers in English Conversational Registersarticlelocaloai:escholarship.org:ark:/13030/qt8hx4z9qj2011-07-04T00:15:44Z am 3u Issues in Applied LinguisticsVol. 18, no. 1 (Apr. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8hx4z9qjWang, Huanauthor2010-04-29publicTask-Based Language Learning and Teaching: Theoretical, Methodological, and Pedagogical Perspectives. Johannes Eckerth and Sabine Siekmann. Frankfurt: Peter Lang GmbH, 2008, 310 pp.articlelocaloai:escholarship.org:ark:/13030/qt55b9c5mx2011-07-04T00:15:39Z am 3u Issues in Applied LinguisticsVol. 18, no. 1 (Apr. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/55b9c5mxSchmidgall, Jonathanauthor2010-04-29publicFormulaic Language: Pushing the Boundaries by Alison Wray. Oxford: Oxford University Press, 2008, xv+305 pp.articlelocaloai:escholarship.org:ark:/13030/qt9s95p6522011-07-04T00:15:35Z am 3u Issues in Applied LinguisticsVol. 18, no. 1 (Apr. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9s95p652Nash, Afafauthor2010-04-29.publicCritical Issues of Arabic Learning and Teaching, An interview with Michael Cooperson.articlelocaloai:escholarship.org:ark:/13030/qt89r1p7212011-07-04T00:15:30Z am 3u Issues in Applied LinguisticsVol. 18, no. 1 (Apr. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/89r1p721De Costa, Peter I.author2010-04-29In light of the growing importance of identity work in second language acquisition (e.g., Block, 2006a, b) in Second Language Acquisition (SLA) as well as calls for SLA and World Englishes (WE) scholars (e.g., Y. Kachru, 2005) to work together, I examine how identity has been conceptualized in research on the global use of English. While such research finds its roots in the WE paradigm (e.g, B. Kachru, 2005), it has undergone contestation in recent years. Such contestation has emerged as a result of two new conceptualizations of English: English as a lingua franca (e.g., Jenkins, 2007; Seidlhofer, 2006) and a postmodern approach to English (e.g., Canagarajah, 2006; Pennycook, 2007, 2010), which views it in hybrid and fluid terms. This paper explores how identity has been embodied in the literature on the global use of English with a view to analyzing how future SLA research related to identity should take shape in the face of changes brought about by globalization.publicLet’s Collaborate: Using Developments in Global English Research to Advance Socioculturally-oriented SLA Identity Workarticlelocaloai:escholarship.org:ark:/13030/qt0n1807362011-07-04T00:15:17Z am 3u Issues in Applied LinguisticsVol. 18, no. 1 (Apr. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0n180736Crossley, ScottauthorSalsbury, Thomas LeeauthorMcNamara, Danielle S.author2010-04-29The authors compare the frequency of negotiations for meaning in a natural spoken corpus to a variety of cohesive devices. The study demonstrates that a lack of cohesive devices in non-native speaker (NNS) discourse correlates to negotiations for meaning. The data comes from a year-long longitudinal study of six beginning NNSs and comprised 99 transcripts. The transcripts were coded for negotiations for meaning. Regression analyses suggested that causal cohesion and semantic co-referentiality were significantly related to the frequency of negotiations for meaning. Additionally, NNS discourse demonstrates a significant decrease in frequency of negotiations for meaning as a function of time. Taken together, these results suggest that negotiations for meaning are related to a lack of cohesive devices in NNS speech.publicThe Role of Lexical Cohesive Devices in Triggering Negotiations for Meaningarticlelocaloai:escholarship.org:ark:/13030/qt4rc558zw2011-07-04T00:15:12Z am 3u Issues in Applied LinguisticsVol. 18, no. 1 (Apr. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4rc558zwSherman, John Ericauthor2010-04-29This study lays the foundation for reasons and ways to investigate the biased treatment of non-native characters in model dialogues in current English as a Foreign/Second Language textbooks. The literature review shows that although a plethora of studies have been conducted on gender bias in textbooks, speaker bias, or labeled nativism here, has been largely ignored. This research addresses this neglect by systematically applying parts of two frameworks previously used in analyzing textbooks for gender bias to four current EFL textbooks. The resulting data is quantitative in nature with some necessary description and qualification and shows that only one text avoids bias against non-native speakers. In the other texts, speaker bias is exhibited by non-native speakers being segregated or being only allowed to interact with a native speaker. In addition, non-native speakers are limited to non-expert roles in two texts. Based on these results, suggestions for further research are offered.publicUncovering Cultural Bias in EFL Textbooksarticlelocaloai:escholarship.org:ark:/13030/qt9t34z29q2011-07-04T00:15:08Z am 3u Issues in Applied LinguisticsVol. 18, no. 1 (Apr. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9t34z29qEwald, Jennifer D.author2010-04-29Ranging from preschool to university-level settings, teachers’ approaches to the ‘first day of class’, acknowledged as a crucial event (Patrick, Turner, Meyer & Midgley 2003), have received limited attention in research on second language (SL) teaching and learning. Most published materials, usually based on an author’s personal preferences or current methodological recommendations, emphasize the importance of presenting one’s self well and successfully establishing certain expectations for student behavior from the beginning of an academic term. However, little is known regarding what SL teachers actually say and do on the first day of class or how students perceive this crucial first meeting. Grounded in empirical data including classroom visits, teacher interviews, and student observations, the present qualitative study explores five university-level SL teachers’ approaches to the first day of class. Specifically, this study analyzes these teachers’ explicit and implicit communication of expectations regarding classroom rules and regulations (Johnston, Juhász, Marken & Ruiz, 1998) on the first day. Recent research on the morality of teaching (Jackson, Boostrom & Hansen, 1993; Johnston 2003) provides the framework for the data analysis. In the present study, teachers’ words and actions revealed characteristics of their moral agency, exposed actual teaching practices, and have important implications for SL pedagogy that are also relevant to teaching beliefs and practices in other disciplines.publicSecond Language Teachers’ Approaches to the First Day of Class: An Investigation of Moral Agencyarticlelocaloai:escholarship.org:ark:/13030/qt4nk6257q2011-07-04T00:15:03Z am 3u Issues in Applied LinguisticsVol. 18, no. 1 (Apr. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4nk6257qHardacre, Bahiyyih L.author2010-04-29publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt5bt121x92011-07-04T00:14:58Z am 3u Issues in Applied LinguisticsVol. 18, no. 1 (Apr. 2010)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5bt121x9Edstrom, Anneauthor2010-04-29Most studies of language maintenance and loss in the United States have concentrated on contact between English and one specific heritage or minority language. The present study examines the experience of a Spanish-Italian immigrant family and the factors they identify as key in shaping their patterns of language use through three generations. The family on which the present analysis is centered is unique: the participants are European, they do not live in a Spanish-speaking community, and because members of the first generation immigrated in the mid 1950’s, their views of acculturation are different from those of more recent immigrants. This family’s story provides insight into the immigrant experience and highlights the potential role of heritage and ethnic pride as a means of motivating students to pursue the study of foreign languages.publicTracing Language, Culture, and Identity Through Three Generations: The Experiences of a Spanish-Italian Family in the United Statesarticlelocaloai:escholarship.org:ark:/13030/qt8pz6b9662011-07-03T23:52:24Z am 3u Issues in Applied LinguisticsVol. 12, no. 2 (Dec. 2001)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8pz6b966Aritz, Jolantaauthor2001-12-31
One of the differences between full and reduced language varieties is the repertoire oftheir use (Dorian, 1981, 1994). In this paper I argue that the written discourse of American Lithuanian (AL), a language variety spoken in the United States, is different from and to some extent impoverished compared to the written discourse of Full Lithuanian (FL), a language variety used by its native speech community in the Republic of Lithuania. I suggest that this is a result of the primarily oral function of American Lithuanian in its speech community. The data used for the study consist of a 40,000-word corpus of written local news and oral interviews in FL and AL. The paper focuses on the structural composition of written and oral texts in American Lithuanian and Full Lithuanian and analyzes (a) information structure in terms of word order variation as part of cohesion and (b) referent accessibility and the grammatical form of the referent NP as part of coherence.
publicThe Effects of the Primarily Oral Function of American Lithuanian on American Lithuanian Writingarticlelocaloai:escholarship.org:ark:/13030/qt5sf5h0kj2011-07-03T23:51:30Z am 3u Issues in Applied LinguisticsVol. 12, no. 2 (Dec. 2001)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5sf5h0kjHinkel, Eliauthor2001-12-31
To help ESL writing teachers and curriculum designers focus instruction on appropriate exemplification in academic prose, this paper examines the frequency of overt example markers and particular types of examples provided in native speaker (NS) and nonnative speaker (NNS) academic essays. To this end, the analysis compares frequency rates of example markers, first and third person pronouns, and the occurrences of past tense verbs in over 1,000 university placement essays of NS and advanced and matriculated NNS students. The results of the study demonstrate that NNS texts employ these features at significantly higher rates than NS texts. The findings further show that NNS students rely primarily on recounts of past personal experiences, incorporated as examples with the purpose of supporting the essay thesis. The preponderance of personal examples in NNS texts shows that many NNSs transfer from LI to L2 rhetorical paradigms of constructing evidence informal written text. However, an additional issue arises in light of the fact that current methodologies for the teaching of writing and composition encourage personal narratives as a means of providing evidence and proof for a thesis, even though personal examples are rarely considered to be appropriate in academic discourse in disciplines outside the teaching of writing. Due to the similarity of approaches to providing evidence and proof in non-Anglo-American rhetorical traditions and current methods for teaching writing, it appears that writing pedagogy may actually compound the effects of LI to L2 transfer of rhetorical paradigms identified in NNS texts.
publicGiving Personal Examples and Telling Stories in Academic Essaysarticlelocaloai:escholarship.org:ark:/13030/qt4j60t79q2011-07-03T23:51:04Z am 3u Issues in Applied LinguisticsVol. 12, no. 2 (Dec. 2001)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4j60t79qPavlenko, Anetaauthor2001-12-31publicLanguage Policy and Identity Politics in the United Statesarticlelocaloai:escholarship.org:ark:/13030/qt91g1p6kp2011-07-03T23:50:35Z am 3u Issues in Applied LinguisticsVol. 12, no. 2 (Dec. 2001)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/91g1p6kpYoo, Isaiah W.author2001-12-31publicBridging the Gap between Research and Pedagogy: An Interview with Marianne Celce-Murciaarticlelocaloai:escholarship.org:ark:/13030/qt8jh219332011-07-03T23:50:27Z am 3u Issues in Applied LinguisticsVol. 12, no. 2 (Dec. 2001)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8jh21933Friedman, DebraauthorGoldknopf, Emmyauthor2001-12-31publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt91m2t1122011-07-03T23:50:12Z am 3u Issues in Applied LinguisticsVol. 12, no. 1 (Jun. 2001)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/91m2t112Crowell, Sheilaauthor2001-06-30publicMemory: From Mind to Moleculesarticlelocaloai:escholarship.org:ark:/13030/qt2529k36v2011-07-03T23:49:31Z am 3u Issues in Applied LinguisticsVol. 12, no. 1 (Jun. 2001)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2529k36vWaring, Hansun Zhangauthor2001-06-30
As Jacoby and McNamara (1999) have convincingly demonstrated, English for Specific Purposes (ESP) assessment tools with primarily a linguisticfocus can fail to locate the competence actually needed in real-world professional settings. In a similar vein, English for Academic Purposes (EAP) pedagogical activities rooted in an unsituated notion of academic English can also be inadequate or misleading. Through a sequential analysis of actual interactions, this study describes the real-world discourse activities performed by competent native and normative speakers to handle complex academic tasks. Using data from a graduate seminar, I detail two interactional resources ( "peer referencing " and "asserting vulnerability") exercised by the seminar participants in the doing of disagreement and critique. I show that these resources are invoked to accomplish the double-duty of acknowledging another's viewpoint while performing a potentially disagreeing action, to make an otherwise independently advanced critique into a co-constructed one, or to back down from forcefully articulated positions. Finally, I hypothesize that the particular use of peer referencing and asserting vulnerability characterizes the members' transitional stage between undergraduate novicehood and doctoral level junior expertise.
publicBalancing the Competing Interests in Seminar Discussion: Peer Referencing and Asserting Vulnerabilityarticlelocaloai:escholarship.org:ark:/13030/qt70v7p8cm2011-07-03T23:49:18Z am 3u Issues in Applied LinguisticsVol. 12, no. 1 (Jun. 2001)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/70v7p8cmCook, Kirby J.author2001-06-30publicLanguage Testingarticlelocaloai:escholarship.org:ark:/13030/qt3hb2z0s42011-07-03T23:48:01Z am 3u Issues in Applied LinguisticsVol. 12, no. 1 (Jun. 2001)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3hb2z0s4Bae, Jungokauthor2001-06-30
This study investigates the nature of cohesion, coherence, content, and grammar emergent in children 's essays, with a greater emphasis given to the understanding of cohesion and coherence. Conceptual definitions of these constructs are summarized based on prior research. The measurement of these constructs is operationalized into a picture-based narrative writing task for elicitation and scoring criteria for quantification. 192 first and second graders from an immersion program and English-only classes participated in the study. The analysis uses percentages, correlations, multiple regression, and qualitative analyses. Main findings include the following: (a) the measurement of cohesion and coherence can be operationalized; (b) referential and lexical cohesion correlate highly with the overall writing quality defined as the sum of the ratings of coherence, content, and grammar; (c) ellipses and substitution show a weak correlation with the overall writing quality; (d) lexical and referential cohesion are significant predictors of coherence while other types of cohesion are not; (e) dominant reference types are pronominal forms and proper nouns, and prominent types of conjunctive relation are temporal and additive; and (f) the most common error in cohesion is inaccurate reference. The substance and method of this study can provide a foundation for investigating subsequent topics with latent variables and different linguistic backgrounds and grade levels.
publicCohesion and Coherence in Children's Written English: Immersion and English-only Classesarticlelocaloai:escholarship.org:ark:/13030/qt5qb4g8v32011-07-03T23:47:53Z am 3u Issues in Applied LinguisticsVol. 12, no. 1 (Jun. 2001)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5qb4g8v3Carr, NathanauthorVongpumivitch, Viphaveeauthor2001-06-30publicTwo Intervierws on Language Testing: An Introductionarticlelocaloai:escholarship.org:ark:/13030/qt2qc611zc2011-07-03T23:47:06Z am 3u Issues in Applied LinguisticsVol. 12, no. 1 (Jun. 2001)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2qc611zcVongpumivitch, ViphaveeauthorCarr, Nathanauthor2001-06-30publicAn Interview with J. Charles Aldersonarticlelocaloai:escholarship.org:ark:/13030/qt8j20t7f22011-07-03T23:46:23Z am 3u Issues in Applied LinguisticsVol. 12, no. 1 (Jun. 2001)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8j20t7f2Carr, NathanauthorVongpumivitch, Viphaveeauthor2001-06-30publicAn Interview with Dorry M. Kenyonarticlelocaloai:escholarship.org:ark:/13030/qt54s4w5wf2011-07-03T23:46:12Z am 3u Issues in Applied LinguisticsVol. 12, no. 1 (Jun. 2001)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/54s4w5wfMinami, Masahikoauthor2001-06-30publicHow Children Learn the Meanings of Wordsarticlelocaloai:escholarship.org:ark:/13030/qt9sk776ph2011-07-03T23:45:30Z am 3u Issues in Applied LinguisticsVol. 12, no. 1 (Jun. 2001)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9sk776phGrinstead, Johnauthor2001-06-30
This study examines the production of wh-questions in the speech off our monolingual child speakers of Catalan who were recorded longitudinally as part of the study carried out by Serra & Sole, obtained from the CHILDES Data Base (MacWhinney & Snow, 1985). In this data all wh-questions produced appeared to be adult-like, in contrast with the non-adult-like production of this construction in child English, Swedish, Dutch and German. However, there is an initial period in which no wh-questions at all are produced, in spite of the fact that other aspects of syntax, such as negation, clitic-placement and complementation seem adult-like in this same period. During this "no wh-question" period, there is a concomitant absence of verbal tense morphology, with the exceptions of present and irrealis forms (imperatives, root infinitives, root gerunds and root participles). Interestingly, the onset of wh-questions appears to correlate with the onset of a much wider variety of tense morphology. Given this observation and Rizzi's (1991) hypothesis that wh-questions and tense morphology are crucially linked in adult syntax, I propose that the early absence of wh-questions is a consequence of the early underspecification of tense.
publicWh- Movement in Child Catalanarticlelocaloai:escholarship.org:ark:/13030/qt17v918312011-07-03T23:45:19Z am 3u Issues in Applied LinguisticsVol. 12, no. 1 (Jun. 2001)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/17v91831Olsher, DavidauthorWingard, Leahauthor2001-06-30publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt5v5995g62011-07-03T23:45:14Z am 3u Issues in Applied LinguisticsVol. 16, no. 2 (Dec. 2008)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5v5995g6Hardacre, Bahiyyihauthor2008-12-30public“Once and Future” Directions in Language Teaching and Life: An Interview with Marianne Celce-Murciaarticlelocaloai:escholarship.org:ark:/13030/qt2rq143wz2011-07-03T23:45:10Z am 3u Issues in Applied LinguisticsVol. 16, no. 2 (Dec. 2008)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2rq143wzMikesell, LisaauthorOlinger, AndreaauthorHardacre, Bahiyyihauthor2008-12-30publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt0t29b2km2011-07-03T23:45:04Z am 3u Issues in Applied LinguisticsVol. 16, no. 2 (Dec. 2008)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0t29b2kmEllis, Brianauthor2008-12-30publicComplex Systems and Applied Linguistics by Diane Larsen-Freeman and Lynne Cameron. Oxford: Oxford University Press, 2008, 287 pp.articlelocaloai:escholarship.org:ark:/13030/qt4b21b6gr2011-07-03T23:45:00Z am 3u Issues in Applied LinguisticsVol. 16, no. 2 (Dec. 2008)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4b21b6grPop, Anisoaraauthor2008-12-30publicWorking with Advertisements: From Functional Grammar to Cooperative Communication by Adriana Vizental. Arad: University Press, 2008, 324 pp.articlelocaloai:escholarship.org:ark:/13030/qt3j30945f2011-07-03T23:44:54Z am 3u Issues in Applied LinguisticsVol. 16, no. 2 (Dec. 2008)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3j30945fPark, Innhwaauthor2008-12-30publicThe Study of Language (3rd ed.) by George Yule. Cambridge: Cambridge University Press, 2006, x+273 pp.articlelocaloai:escholarship.org:ark:/13030/qt42j8n0112011-07-03T23:44:49Z am 3u Issues in Applied LinguisticsVol. 16, no. 2 (Dec. 2008)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/42j8n011Ewald, Jenniferauthor2008-12-30This qualitative study explores the claim that second language (L2) teachers and learners believe student participation to be valuable and expected in the context of small group work. Their perspectives were analyzed within the framework of recent research on the morality of teaching, which highlights the importance of the conditions underlying effective classroom interaction. Data gathered from an exploratory, in-class forum revealed both converging and diverging beliefs. These teachers and learners shared the assumption that student participation in small groups is expected and beneficial; they also valued the participation of all group members, favorably evaluated collaborative interaction, and did not view knowing the “right” answer as a prerequisite for participation. However, though learners’ expectations regarding participation were clearly influenced by issues of personality and the composition of small groups, the teachers’ beliefs were not as flexible. These results affirm the importance of teachers’ and learners’ involvement in classroom research as well as highlight the need to incorporate learners’ perspectives into pedagogy.publicThe Assumption of Participation in Small Group Work: An Investigation of L2 Teachers’ and Learners’ Expectationsarticlelocaloai:escholarship.org:ark:/13030/qt6nv2g8dq2011-07-03T23:44:44Z am 3u Issues in Applied LinguisticsVol. 16, no. 2 (Dec. 2008)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6nv2g8dqRahimpour, MassoudauthorYaghoubi-Notash, Massoudauthor2008-12-30Variability appears to be a worthwhile strand for research in SLA arising out of the realistic, communicative approach to language learning. In accounting for variability, different frameworks have been proposed, each focusing on certain aspects of the learners. Gender is an instance of the variables that is “always present but not always apparent” (Sunderland, 2000, p. 203). In addressing the gap in literature on the relationship between gender, task and variable learner performance, this study concentrated on 20 male and 20 female university English majors’ fluency, complexity and accuracy. Spoken protocols as samples of their task-prompted monologic speech addressed to the same male and female teacher were transcribed and coded for each of the three variables. Results of 2×2 (i.e. teacher gender × student gender) Repeated Measure Mixed Factorial ANOVA indicated a) overall higher fluency when addressing the female teacher, b) no significant differences in complexity in terms of neither the teacher nor the participant gender, c) females’ higher accuracy regardless of the addressee, d) overall higher accuracy with the male teacher, and finally, and e) significantly higher accuracy in female participants’ speech addressed to the male teacher than in any other participant-teacher pair. Implications of the study are discussed in the light of earlier findings as well as theoretical perspectives in literature.publicExamining Teacher and Student Gender Influence in Task-Prompted Oral L2 Variabilityarticlelocaloai:escholarship.org:ark:/13030/qt168127t22011-07-03T23:44:31Z am 3u Issues in Applied LinguisticsVol. 16, no. 2 (Dec. 2008)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/168127t2Shively, Rachel LauthorMenke, Mandy RauthorManzón-Omundson, Sandra Mauthor2008-12-30Recent studies on the second language (L2) acquisition of irony and humor indicate that learners both use and recognize verbal irony in the target language and suggest that the ability to understand irony and to engage in verbal humor increases with greater language proficiency (Bell, 2005, 2006; Bouton, 1999; Cook, 2000; Davies, 2003). While the study of irony has enjoyed a long history in linguistics and the topic of humor in an L2 has received some attention in the field of SLA, few studies have specifically analyzed the understanding of irony by L2 learners. The objective of the present study was to examine the interpretation of ironic utterances in Spanish-language films by L2 learners of Spanish and the impact of an audiovisual context on the ability of learners to interpret irony. The results of the study support previous work on irony and humor in L2 learning in suggesting that the recognition of irony improves as proficiency level and experience with the target language increase. Furthermore, the hypothesis that the greater number of audio and visual sources available to the listener will make irony easier to process and identify (Yus Ramos, 1998; 2000) was only weakly supported and only for the more advanced learners in this study. It was argued that constraints on working memory and processing help to explain why the audiovisual context did not seem to assist the beginning- level learners in interpreting irony and why it seemed to help the more advanced learners in doing so, at least in one movie scene.publicPerception of Irony by L2 Learners of Spanisharticlelocaloai:escholarship.org:ark:/13030/qt71b6c2hd2011-07-03T23:44:27Z am 3u Issues in Applied LinguisticsVol. 16, no. 1 (Jun. 2008)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/71b6c2hdUnda, Vivianaauthor2008-06-01publicTeachingmedialiteracy.com A Web-Linked Guide to Resources and Activitiesarticlelocaloai:escholarship.org:ark:/13030/qt9f9205g42011-07-03T23:44:22Z am 3u Issues in Applied LinguisticsVol. 16, no. 1 (Jun. 2008)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9f9205g4Olinger, Andreaauthor2008-06-01publicWriting the Economy: Activity, Genre, and Technology in the World of Bankingarticlelocaloai:escholarship.org:ark:/13030/qt03r9m3zb2011-07-03T23:44:18Z am 3u Issues in Applied LinguisticsVol. 16, no. 1 (Jun. 2008)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/03r9m3zbFélix-Brasdefer, J. Césarauthor2008-06-01Using a quasi-experimental design, this study investigated the extent to which peda- gogical intervention facilitated the development of pragmatic competence of fifth-semester learners of Spanish as a foreign language when performing refusals. The design included 2 learner groups. Pragmatic development was observed during 1 semester. The learner data were compared to data from L1 English and L1 Spanish. The experimental group was exposed to explicit instruction on refusals. Posttest 1 results showed that the experimental group changed from a preference for direct to indirect refusals, whereas the control group did not. Higher frequency and a wider variety of indirect strategies were also observed. Posttest 2 results showed that most pragmatic features highlighted during the treatment were retained.publicPedagogical Intervention and the Development of Pragmatic Competence in Learning Spanish as a Foreign Languagearticlelocaloai:escholarship.org:ark:/13030/qt9ts9s3gs2011-07-03T23:44:12Z am 3u Issues in Applied LinguisticsVol. 16, no. 1 (Jun. 2008)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9ts9s3gsKissau, Scottauthor2008-06-01Despite growing evidence that males are less motivated than females to learn second languages, research in this area has yet to investigate gender differences in two of the most well-known elements of motivational theory: intrinsic and extrinsic motivation. Using data from a large-scale study by Kissau (2006), the researcher further explores the issue of male disinterest in second language studies by investigating gender differences in intrinsic and extrinsic motivation amongst adolescent students studying French in Canada. A total of 490 students studying French as a second language in Grade 9 completed a survey. The quantitative data from the surveys were then further explored in interviews with students andteachers.Resultssuggestthatone’smotivationalorientationisanimportantfactorin the decision to study French and that boys are perceived to be less intrinsically and more extrinsically motivated than their female peers. Due to the suggested benefits of an intrinsic orientation, suggestions for how to develop intrinsically motivated behaviors amongst boys in the second language classroom are discussed.public"Crêpes on Friday": Examining Gender Differences in Extrinsic Motivation in the French as a Second Language Classroomarticlelocaloai:escholarship.org:ark:/13030/qt3vx0v9zr2011-07-03T23:44:08Z am 3u Issues in Applied LinguisticsVol. 16, no. 1 (Jun. 2008)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/3vx0v9zrKattan, Shlomyauthor2008-06-01This article analyzes data collected as part of an ethnography of three families of Israeli emissaries (shlichim) in order to explore the relationship between the individual, the schedules to which s/he adheres, and her/his affiliation with a particular collective. The paper examines the relationship between time, community, and self through a discourse analytic lens that draws on approaches to the study of cultural identity which look to tension as definitive of groups and their members. It is suggested that an examination of the tensions between the individual and the collective provides a fruitful means by which to investigate the meaning of time for society and self.publicTime and Identity: Socializing Schedules and the Implications for Communityarticlelocaloai:escholarship.org:ark:/13030/qt1d75f3wx2011-07-03T23:44:03Z am 3u Issues in Applied LinguisticsVol. 16, no. 1 (Jun. 2008)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1d75f3wxMikesell, LisaauthorOlinger, AndreaauthorHardacre, Bahiyyihauthor2008-06-01publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt8zq8g2md2011-07-03T23:36:19Z am 3u Issues in Applied LinguisticsVol. 15, no. 2 (Jan. 2007)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8zq8g2mdMcNamara, Timauthor2007-01-01publicObituary: Sally Westerman Jacoby, 1949-2007articlelocaloai:escholarship.org:ark:/13030/qt95n3d84b2011-07-03T23:36:08Z am 3u Issues in Applied LinguisticsVol. 15, no. 2 (Jan. 2007)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/95n3d84bSo, Youngsoonauthor2007-01-01publicHow Languages are Learnedarticlelocaloai:escholarship.org:ark:/13030/qt8bq8f87n2011-07-03T23:36:02Z am 3u Issues in Applied LinguisticsVol. 15, no. 2 (Jan. 2007)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8bq8f87nMoyer, Aleneauthor2007-01-01
Phonological skill is widely regarded as subject to a critical period for language learning, though the nature of relevant maturational changes has yet to be clarified. Theoretical and empirical research on phonological skill development among late learners has confirmed several observable influences on short- and long-term attainment; however, these research traditions have rarely acknowledged contextual influences, much less the learner's role in the process. In this paper, I outline a number of methodological concerns for current research, and provide specific recommendations regarding participant selection, tasks, ratings and raters, factors tested, and analyses, in order to better account for influences on phonological attainment that co-vary with age.
publicEmpirical Considerations on the Age Factor in L2 Phonologyarticlelocaloai:escholarship.org:ark:/13030/qt5xf580fr2011-07-03T23:35:58Z am 3u Issues in Applied LinguisticsVol. 15, no. 2 (Jan. 2007)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5xf580frMikesell, Lisaauthor2007-01-01publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt2mb682hm2011-07-03T23:35:53Z am 3u Issues in Applied LinguisticsVol. 15, no. 1 (Jan. 2006)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2mb682hmGuzmán, Jennifer R.author2006-01-01publicThe Languages of the Andesarticlelocaloai:escholarship.org:ark:/13030/qt2qv7x1022011-07-03T23:35:49Z am 3u Issues in Applied LinguisticsVol. 15, no. 1 (Jan. 2006)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2qv7x102Shehadeh, Aliauthor2006-01-01publicWriting (2nd ed.)articlelocaloai:escholarship.org:ark:/13030/qt77m4d8tj2011-07-03T23:35:43Z am 3u Issues in Applied LinguisticsVol. 15, no. 1 (Jan. 2006)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/77m4d8tjFukuya, Yoshinori J.authorHill, Yao Zhangauthor2006-01-01
This study examined the applicability of recasting to the acquisition of pragmatics. Specifically, this study investigated the effects of implicit feedback on Chinese learners of English in learning eight pragmalinguistic conventions of request. Both the pragmatic recast and control groups performed role-plays; the former received recasts on their request Head Acts (core requesting utterances), whereas the latter did not. Discourse completion tests showed that the pragmatic recast group performed better than the control group on measures of both pragmatic appropriateness and grammatical accuracy, with effect sizes of Cohen's (1998) d = 0.83 for pragmatic appropriateness and Cohen's d = 0.87 for pragmatic appropriateness and grammatical accuracy. The study highlighted the ways recasts can be implemented at the pragmatic level and demonstrated that pragmalinguistic recasting is a sound pedagogical option.
publicThe Effects of Recasting on the Production of Pragmalinguistic Conventions of Request by Chinese Learners of Englisharticlelocaloai:escholarship.org:ark:/13030/qt8bw1d7df2011-07-03T23:35:38Z am 3u Issues in Applied LinguisticsVol. 15, no. 1 (Jan. 2006)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8bw1d7dfStribling, PennyauthorRae, JohnauthorDickerson, PaulauthorDautenhahn, Kerstinauthor2006-01-01
Quantitative research into the phenomenon of echolalia in the talk of children with autistic spectrum disorders has been extensive but has tended to focus on the child in isolation, or has only considered other parties’ immediately prior turns. Drawing on conversation analytic (CA) work, we examine one boy’s production of three cases of possibly echolalic utterances. Our analysis focuses on wider interactional events, in particular, nonvocal events. Firstly, we examine what it is about these cases which make them echolalic: They apparently constitute announcements of how words are spelled which, in the activity, appear to be irrelevant. Nevertheless, we show how they are connected to locally prior talk. The utterances are demarcated prosodically from prior talk by slower delivery at increasing volume. Secondly, we show how each production of these utterances is tied to a specific interactional event: namely other parties taking control of a mobile robot which the child has been handling.
public“Spelling it Out”: The Design, Delivery, and Placement of Delayed Echolalic Utterances by a Child with an Autistic Spectrum Disorderarticlelocaloai:escholarship.org:ark:/13030/qt7qm255wj2011-07-03T23:35:33Z am 3u Issues in Applied LinguisticsVol. 15, no. 1 (Jan. 2006)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7qm255wjLowi, RosaminaauthorMikesell, Lisaauthor2006-01-01publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt0qq1g5r22011-07-03T23:35:28Z am 3u Issues in Applied LinguisticsVol. 14, no. 2 (Jan. 2004)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0qq1g5r2Pandey, Anjaliauthor2004-01-01This study examines the extent to which college freshmen compositions seek to reflect and construct differences between the self and the other. The data sample consists of over 100 freshmen compositions on a variety of topics spanning a period of three years. The framework of analysis is derived from critical discourse analysis (Fairclough, 1994; Riggins, 1997; van Dijk, 1993). This study demonstrates that lexicalizations of outsiders, of others, in freshmen writing can often reflect univocal attitudes of ambivalence, derision, or impersonalization. Usually, differences in social groups are resolved via linguistic categorizations that absolve feelings of guilt or shame particularly if the student writes as a member of the powered group. Sometimes, however, lexicalizations reflect a unique critical stance on the part of the student writer who creatively utilizes such linguistic representations of ‘others’ to challenge status quo othering practices. Access to and the use of othering strategies, it is argued, is a powerful rhetorical tool. As the excerpts examined in this study will demonstrate, overt as opposed to covert lexicalizations of othering—encoded in language evocative of hierarchy, subordination, and dominance—often reflect differential rhetorical ability on the part of the student writer. The implications of this study are pedagogical, and call for a re-imagining of the teaching of writing via an examination of the actual discursive tools accessible to different writers, and how these serve in judgments of rhetorical skills in particular, and creative and critical thinking in general.publicConstructing Otherness: A Linguistic Analysis of the Politics of Representation and Exclusion in Freshmen Writingarticlelocaloai:escholarship.org:ark:/13030/qt18s619rw2011-07-03T23:35:23Z am 3u Issues in Applied LinguisticsVol. 14, no. 2 (Jan. 2004)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/18s619rwLowi, RosaminaauthorMikesell, Lisaauthor2004-01-01publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt38b585b82011-07-03T23:35:19Z am 3u Issues in Applied LinguisticsVol. 15, no. 2 (Jan. 2007)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/38b585b8Wang, Chuangauthor2007-01-01publicDialogic Approaches to TESOL: Where the Ginkgo Tree Growsarticlelocaloai:escholarship.org:ark:/13030/qt4j76v86s2011-07-03T23:35:13Z am 3u Issues in Applied LinguisticsVol. 15, no. 2 (Jan. 2007)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/4j76v86sEdstrom, Anneauthor2007-01-01
Approaches to second (SL) and foreign (FL) language teaching in recent decades have emphasized the centrality of communication both as an end and a means. Both the quantity and the nature of communication that occurs in a language classroom ultimately depend on the beliefs and practices of language teachers. The present self-analysis, focused on one teacher/researcher, traces her experiences with the challenges of classroom communication over the course of an entire academic term. This longitudinal approach exposed contradictions that surfaced over time in three areas: the use of the L2 for classroom interaction, the assumption of truthfulness in the exchange of information, and learners' voice or control over their own messages. the findings have implications for language teaching and highlight the role of thoughtful reflection as a first step toward minimizing the gap between what teachers believe and what they actually do.
publicTracing One Teacher’s Approach to Communication Throughout a Semester of Spanish 101: Belief Meets Practicearticlelocaloai:escholarship.org:ark:/13030/qt7d31x97t2011-07-03T23:35:08Z am 3u Issues in Applied LinguisticsVol. 15, no. 1 (Jan. 2006)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/7d31x97tBhimji, Fazilaauthor2006-01-01
This paper examines the ways in which Mexican American children use directives in the context of play. There is a range of directives that young children employ as they do pretend play, teach their younger siblings new play skills, and spontaneously invent play. Much of the research discussing the use of directives among young children has not explored the range of directives they may use in mixed-age play but rather has argued that children learn to employ more complex forms as they become older. I argue that age is not the only factor leading children to use directives in complex forms. In mixed-age play, older children may simplify their directives and younger children may utter directives in complex ways to fit the play. Data are drawn from 50 hours of video-recording naturally occurring verbal and nonverbal actions among caregivers and young children in three Mexican American families living in South Central Los Angeles.
public“Un Niño Puede Agarrar un Perro”: Children’s Use and Uptake of Directives in the Context of Play and Performancearticlelocaloai:escholarship.org:ark:/13030/qt8285f7932011-07-03T23:35:03Z am 3u Issues in Applied LinguisticsVol. 14, no. 2 (Jan. 2004)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/8285f793Relaño Pastor, Ana Maríaauthor2004-01-01This study analyzes self-representation in narratives of personal language experiences among five Latina immigrants from Mexico, Guatemala, and El Salvador living in Los Angeles. Unexpected events in the narratives take the discursive form of reported dialogues between Latinas and the people they interact with in daily communicative exchanges in different social settings, both private and public (home, school, hospitals, shopping malls, and nightclubs). Far from being victimized and despite their level of English proficiency (beginner to intermediate), this group of Latinas portrays themselves as intervening in discriminatory situations that jeopardize their language and ethnicity, and as restoring the moral order violated in the narratives. Self-representation in their narratives of language experiences is analyzed through the quotation formula chosen to introduce the reported dialogues together with the most significant prosodic features of the narrative components: unexpected event, response, and attempt (Ochs & Capps, 2001). The degree of discursive agency (De Fina, 2003) exemplified in these narratives shows different strategies of resistance and empowerment among this group of Latinas.publicLiving in a Second Language: Self-Representation in Reported Dialogues of Latinas’ Narratives of Personal Language Experiencesarticlelocaloai:escholarship.org:ark:/13030/qt1z69d6wm2011-07-03T23:34:58Z am 3u Issues in Applied LinguisticsVol. 14, no. 2 (Jan. 2004)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1z69d6wmLuk, Jasmineauthor2004-01-01This paper illustrates how classroom small talk between a teacher and students constitutes a distinct interaction pattern which varies significantly from pedagogical discourse of an institutional nature such as the initiation/response/feedback (IRF) pattern described in previous literature (Mehan, 1979; Sinclair & Coulthard, 1975). By presenting a piece of extended small talk in an ESL secondary classroom in Hong Kong and contrasting it with a piece of typical teacher-orchestrated institutional classroom talk, I show how the teacher and students demonstrate more dynamic and less asymmetrical roles during small talk with clear evidence of active contributions to the exchange by the students in terms of topic setting, turn initiation, turn development, and negotiation of meaning. Features of the small talk resemble everyday social discourse. Implications of this kind of classroom talk on the learners’ L2 language development are explored.publicThe Dynamics of Classroom Small Talkarticlelocaloai:escholarship.org:ark:/13030/qt04c648c72011-07-03T23:34:53Z am 3u Issues in Applied LinguisticsVol. 14, no. 2 (Jan. 2004)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/04c648c7Medina-Rivera, Antonioauthor2004-01-01The present study focuses on the use of Spanish by near-native speakers in the United States. I will consider near-native speakers to be those individuals who speak Spanish as a second language, who are capable of having a complex conversation in that language, who are able to understand any speaker, and who are able to function as professionals using Spanish in their field of work. The near-native speakers for this study consist of clergy and religious sisters from Allentown, Pennsylvania, who incorporate the use of Spanish in their ministry to the Hispanic communities in the United States within the Catholic church. The study examines the use of the indicative vs. subjunctive, the preterit vs. the imperfect, and copula verbs ser vs. estar, in relation to stylistic variables such as type of situation, topic of conversation, and type of discourse.publicMood, Tense, and Copula Verb Selection in Near-Native Speakers of Spanisharticlelocaloai:escholarship.org:ark:/13030/qt6fw4v2962011-07-03T23:34:49Z am 3u Issues in Applied LinguisticsVol. 14, no. 2 (Jan. 2004)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/6fw4v296Griswold, Olgaauthor2004-01-01publicGesture: Visible Action as Utterance by Adam Kendon. New York: Cambridge University Press, 2004, ix+400 pp.articlelocaloai:escholarship.org:ark:/13030/qt0pv944rk2011-07-03T23:34:43Z am 3u Issues in Applied LinguisticsVol. 14, no. 2 (Jan. 2004)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/0pv944rkMikesell, Lisaauthor2004-01-01publicLanguage and Gender by Penelope Eckert & Sally McConnell-Ginet. Cambridge: Cambridge University Press, 2003, xii+366 pp.articlelocaloai:escholarship.org:ark:/13030/qt5ts5p6cx2011-07-03T23:34:38Z am 3u Issues in Applied LinguisticsVol. 15, no. 2 (Jan. 2007)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5ts5p6cxKunnan, Antony J.author2007-01-01publicSally Jacoby: A Reflectionarticlelocaloai:escholarship.org:ark:/13030/qt9748v75z2011-07-03T23:34:33Z am 3u Issues in Applied LinguisticsVol. 15, no. 2 (Jan. 2007)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9748v75zMakalela, Leketiauthor2007-01-01
This study investigates characteristic features of Black South African English (BSAE) paying attention to the role of the Bantu language substrate system in the nativization process of the variety. Using prototypical features identified in previous studies and additional data from speakers of another Bantu language, Sepedi, this study examines the influence of first language features on morpho-syntactic, phonological, and discourse and pragmatic features. The results of the study show that Bantu language logic plays a pivotal role in framing the rules and systematic production of the BSAE features. It is therefore argued that developments in BSAE show that it has evolved into an endonormative variety in its own right and that it has future prospects for standardization due to the demographic strength and improved social rank of its speakers. Recommendations for language planing are offered in the end for adaptation to other comparable situations.
publicNativization of English among Bantu Language Speakers in South Africaarticlelocaloai:escholarship.org:ark:/13030/qt9xh494df2011-03-19T02:19:34Z am 3u Issues in Applied LinguisticsVol. 14, no. 1 (Jun. 2003)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/9xh494dfLowi, RosaminaauthorGoldknopf, Emmyauthor2003-06-30publicEditorialarticlelocaloai:escholarship.org:ark:/13030/qt5wd0w3sz2011-03-19T00:20:02Z am 3u Issues in Applied LinguisticsVol. 14, no. 1 (Jun. 2003)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5wd0w3szIshihara, Norikoauthor2003-06-30Although grammar has long established its position in ESL curricula, discrepancies between forms used in actual speech and their prescribed counterparts are problematic. ESL textbooks sometimes fail to reflect authentic grammar use, thus raising questions as to how nonstandard usages should be treated in the classroom. This paper describes native English speakers’ usage of would have in past counterfactual if- and wish-clauses in spoken discourse and examines acceptability judgments of this usage in an informal written dialogue. In this study the would have variant was widely used and accepted by the participants. The paper argues that ESL pedagogical materials should descriptively address the would have usage, which is potentially unconscious even among ESL instructors. The paper further explores plausible hypotheses accounting for the prevalent and stable usage of would have in violation of prescriptive rules. Practical suggestions are also presented regarding testing policies involving the would have usage on standardized tests.public“I Wish I Would Have Known!”: The Usage of Would Have in Past Counterfactual If- and Wish-Clausesarticlelocaloai:escholarship.org:ark:/13030/qt5kt0v9fd2011-03-19T00:11:47Z am 3u Issues in Applied LinguisticsVol. 14, no. 1 (Jun. 2003)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/5kt0v9fdLlosa, Lorenaauthor2003-06-30Dr. Russell Campbell was Professor Emeritus of the Department of Applied Linguistics and Director Emeritus of the Language Resource Center at UCLA. A key figure in the field of language education, Dr. Campbell was always committed to and fascinated by the study of language. Throughout his career, he worked on pioneering language education and research projects both domestically and internationally. His interests ranged from the design and development of English language training programs for professionals overseas, to the preservation of heritage languages in the United States. An active member of the profession, Dr. Campbell held several positions of leadership. He served as President of TESOL in 1971-1972 and sponsored and directed the first TESOL Summer Institute in 1979—a program that is still running today. Besides his extraordinary career accomplishments and contributions to the field of applied linguistics, Dr. Campbell served the UCLA community with unwavering enthusiasm. Easy-going and unpretentious, he helped and supported thousands of students—for whom he always had time—and inspired just as many.publicA Lifetime of Dedication to Language Education: An Interview with Russ Campbellarticlelocaloai:escholarship.org:ark:/13030/qt2kb4p9r02011-03-18T22:46:31Z am 3u Issues in Applied LinguisticsVol. 14, no. 1 (Jun. 2003)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/2kb4p9r0Master, Peterauthor2003-06-30This paper analyzes spoken interlanguage data from 15 non-native speaker (NNS) at three English interlanguage levels representing five native language (L1) backgrounds (Chinese, Japanese, Russian, Spanish, and German) to describe the acquisition of the zero and null articles, the first of which occurs in indefinite and the second in definite noun phrases. The lack of a marked difference in the acquisition of the two forms suggests that learners are generally not aware of the distinction between the zero and null articles.publicAcquisition of the Zero and Null Articles in Englisharticlelocaloai:escholarship.org:ark:/13030/qt1tb217012011-03-18T22:24:22Z am 3u Issues in Applied LinguisticsVol. 14, no. 1 (Jun. 2003)1050-4273eScholarship, University of Californiahttps://escholarship.org/uc/item/1tb21701Ewald, Jenniferauthor2003-06-30Investigations concerning the morality of teaching, a recent theme in several strands of pedagogical research, have been carried out in classrooms ranging from elementary to university level contexts. In the present qualitative study, undergraduate second language students perceived teachers’ moral agency through teachers’ use of religion as a pedagogical tool, teachers’ (re)actions in the classroom, and teachers’ judgments of students. As key participants in the research process, students identified the presence of morality in their own academic experiences, clearly articulating specific situations in which moral issues influenced second language classrooms; in addition, students analyzed effects of teachers’ moral agency on their own perspectives and actions as language students. This work demonstrates that language teachers and researchers need a heightened awareness of teachers’ moral agency in the classroom as well as a more sensitive recognition of the complex effects that teachers’ decisions, words, and actions have on students.publicStudents’ Stories of Teachers’ Moral Influence in Second Language Classrooms: Exploring the Curricular Substructurearticlelocal