Thesis (Ph. D.)--University of Michigan, 1985. / Includes bibliographical references (leaves 179-191).

國立政治大學英國語文學系碩士在職專班 碩士論文提要 論文名稱：對比修辭：高中學生英文寫作中介語言之研究 指導教授: 林啟一博士 研究生: 彭宜秝 論文提要內容: 學習者的語言，中介語言，已經被視為有它自己的規則的一個獨特的語言系統。本研究旨在探討學生英文寫作上的中介語言的結構及形成原因。 本研究蒐集了576篇高三學生模擬考英文作文，加以分析歸納出錯置的主詞和不良的虛主詞兩大類高中生中介語句型。這兩類句型正如銅板的兩面，凸顯了主題明顯的中文和主詞明顯的英文類型結構的對比，也證明學生在以英文表情達意時，不自覺的以中文主題明顯之架構為其中介語之基底結構，以致於表面上雖為主詞+動詞之英語句式卻仍有不知所云的困窘。本研究結果建議在英語教學上同時也應喚醒學生主題明顯的中文語言意識，並在生活上營造真正以英語為第二語言的情境，使學生能耳濡目染充分接觸英語，浸潤在主詞明顯的英語環境中，以利學生中介語更趨近目標語之發展。 / Abstract Learners’ language, interlanguage, has been recognized as a unique language system with rules of its own. The purpose of this study is to figure out the constructions and causes of senior high school students’ interlanguage (termed as SSIL) in their English compositions. Five hundred and seventy six compositions written by seniors in senior high schools in the Taipei area, were collected and analyzed in this study. Two major SSIL constructions were derived: Misused Subjects and Ill-formed Expletives. The two constructions are like the two sides of a coin manifesting the contrast between topic-prominent Chinese and subject-prominent English. Two major factors contribute to the construction of SSIL: topicalization and poor awareness of L1 structures. It is suggested that students’ language awareness of their native language, Chinese, should be aroused, and that the creation of a more English conscious environment in real life situation may facilitate the development of SSIL toward the target language, English. key words: interlanguage, topic-prominence, subject-prominence, topicalization, language awareness

This mixed-methods project was designed to answer four questions around the quality of oral production of French Immersion students: How does the nature of the interactions between intermediate-level FI students provide possibilities for them to engage in peer oral corrective feedback (OCF)? To what extent do students engage in peer OCF following targeted instruction in the technique? If peer OCF is taking place, to what extent is it having an impact on the accuracy of the targeted forms for correctors and correctees in terms of noticing and production? How comfortable (or willing) are students with providing and receiving OCF to and from their peers (both higher & lower proficiency)? A pre- & post-test, and questionnaire, format was used, and detailed analysis of participants in L2 interaction was carried out. The results indicated that the target structures and the OCF techniques may have been too cumbersome to elicit any improvement, or to elicit much peer OCF. However the conversation analysis indicated that in certain circumstances intermediate FI students could participate in sustained L2 interaction, and that within their interactions there were many openings for other forms of active assistance between learners.

The purpose of the study was to investigate Chinese EFL interlanguage request behaviors in terms of both perception and production on the perspective of pragmatic transfer based on theoretical issues of Speech Act Theory, politeness theory and cultural dimension of individualism vs. collectivism. Data were obtained from three groups of participants: 30 native speakers of Chinese college students (CL1s), 30 non-English-major Chinese EFLs college students (Chinese EFLs) and 30 native speakers of English college students (EL1s). Data for analysis consisted of 5400 perception responses collected with the instrument of 5-point Scale-response Questionnaires (SRQ) and 1800 production responses collected with the instrument of 20-item Discourse Completion Task (DCT) varied with contextual factors of Degree of Imposition, Status and Distance. Responses of perceptions were analyzed in terms of Degree of Imposition, Degree of Difficulty, and the Likelihood of Request on performing the act. Responses of productions were coded into two parts: the head act of request strategies consisting of Direct (including Mood Derivable, Explicit Performative, Hedge Performative, Locution Derivable, Want Statement), Conventional Indirect (including Suggestory Formula, Query Preparatory), Non-conventional Indirect strategies (Strong Hint, Mild Hints) and external modifications (i.e. supportive moves) according to the coding schema of CCSARP (Blum-Kulka, House & Kasper, 1989). With qualitative and quantitative data analysis, some important findings were obtained. Regarding the perception task, CL1s and EFLs did not differ in their judgment on the Likelihood of Request, which further verified the validity of the questionnaire. However, CL1s generally perceived higher Degree of Imposition and Difficulty than did EL1s on requestive behaviors regardless of the shifting of contextual factors Status, Distance and Degree of Imposition and such perception reflected in their more frequent use of supportive moves than EL1s in all contexts. With regard to strategy use, the three groups yielded the same preference order: Conventional Indirect>Direct> Non-Conventional Indirect strategies in all contexts. Although CL1s were found to use more Direct strategies than did their EL1 counterparts, significant difference lay only in Low Imposition, Low Status and Low Distance situations. As for pragmatic transfer, negative pragmalinguistic transfers were found in Chinese EFLs¡¦ use of linguistic forms of Direct strategies such as Bare-imperative Help, Please+Imperative, Please+help and the Conventional Indirect strategy, Would you let me¡K? Negative sociolinguistic pragmatic transfers were found in Chinese EFLs¡¦ use of Direct strategies in Low Status/Distance situations, and the Conventional Indirect strategy of Can (Could) ¡K? /¯à¤£¯à (Neng bu neng )¡K? in Low Imposition/Distance and May I ¡K? Positive pragmalinguistic and sociolinguistic transfers were also found in either Chinese EFLs¡¦ Direct or Conventional Indiret strategies. The study ends up with some theoretical and pedagogical implications. It is suggested that both participants¡¦ requestive responses of production and perception be considered when analyzing interlanguage speech act behaviors in order to gain a better understanding of speakers¡¦ and learners¡¦ pragmatic awareness of speech act behaviors.

Thesis (doctoral)--Universität Hamburg, 2001. / Description based on print version record. Includes bibliographical references and indexes.

The present study investigated learners’ interlanguage pragmatic development through analysis of ninety requestive emails written to a faculty member over a period of up to two years. Most previous studies on interlanguage pragmatics have been comparative. These studies focused on how nonnative speakers’ pragmalinguistic and sociopragmatic competence differed from native speakers’ and compared learners with different linguistic and cultural backgrounds to native speakers. In addition, the few existing literature on developmental pragmatics have used elicited. Naturally occurring data, in the form of emails, offer a more valid reflection of learners’ pragmatic competence. This study adopted speech event analysis approach, which seeks to account for all parts of requestive emails and recognize the “work” each part does in the production of the speech event. Results indicated that although quantitative analysis did not indicate much pragmatic development, content analysis revealed learners’ development of pragmatic competence such as showing ability, clearer requests and relevant supportive moves and improvement from a reason then request to request then reason structure. This study elucidated the merits of analyzing natural data in interlanguage pragmatics as well as offered the benefit of recognizing email requests as a situated event.

Thesis (doctoral)--Universitat Hamburg, 2001. / Includes bibliographical references and indexes.

Les apprenants sinophones manifestent de nombreuses résistances spécifiques lors de l'acquisition du système temporel du français. Notre objectif est de déterminer les raisons d'une telle situation afin de réfléchir à des propositions didactiques propres à résoudre ces problèmes récurrents. L'analyse du corpus de productions orales et écrites recueilli auprès des étudiants sinophones à différents stades de leur apprentissage a mis en lumière une interlangue caractérisée par une perspective énonciative instable. Pour trouver des explications à ce phénomène, nous avons procédé à une analyse linguistique contrastive des deux systèmes temporels, chinois et français, et également à une analyse des outils de description des langues habituellement utilisés dans l’enseignement du français dans notre établissement d'accueil. Nous avons remarqué que la notion d'énonciation, qui est centrale dans la linguistique française, exerce peu de contraintes formelles dans l'organisation du système temporel du chinois. De plus, elle est rarement évoquée dans l'enseignement du français en Chine. Ces résultats offrent des pistes pertinentes pour la réflexion sur les démarches didactiques à entreprendre en vue d'adapter l'enseignement du fonctionnement interne du français aux caractéristiques du public sinophone / Chinese learners face specific problems when learning French tenses. Our aim is to determine the reasons for this situation and make didactic proposals to adapt the teaching of the French language to Chinese characteristics. The study of the corpus collected from Chinese students at different stages of learning shows an enunciative perspective that isunstable during the construction of the tense system. A contrastive linguistic analysis of Chinese and French temporal systems, as well as an observation of the descriptive language tools commonly used in French teaching in China and didactic practices highlight on the one hand the influences of the mother tongue and secondly the teaching received onthe French tense system construction by Chinese students

Master of Arts / Department of Modern Languages / Li Yang / This study investigates and compares politeness strategies of Turkish learners of English (TLE) and American English speakers (AE) when they produce the speech act of refusal in English. A total of 24 participants took part in this study and each of them completed a background survey, an open role play and a semi-structured interview. The role-play asked all of the participants to refuse a party invitation offered by a classmate/colleague and was audio-recorded. The refusal interactions were coded according to the classification proposed by Beebe et al. (1990), and the sequence of the refusal interactions (i.e., head act, pre- and post-refusals) was also examined. The results showed that providing excuse/reason/explanation was the most preferred strategy by both groups overall, but closer examination of the strategy revealed that the TLE group was more specific in their explanations compared to the AE group. In addition, when the conductor of the role play insisted on the invitation, the AE group continued to refuse without giving specific reasons, whereas the TLE group chose to provide elaborate reasons upon insistence. During the interview session after the role play, the TLE group commented on cultural factors that influenced their choice of refusal strategies. Based on the findings, this study also proposed implications of the teaching of pragmatics in the English as a second language (ESL) context.

No description available.