1887
image of The interplay of proficiency and study abroad experience on the prosody of L2 speech acts
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Adopting prosodic framework, this study examined whether proficiency and study abroad experience impact second language (L2) English learners’ spoken production of speech acts. Twenty-four native English speakers and 64 Japanese learners of L2 English participated in the study. The L2 learner group was divided into three sub-groups: (1) high proficiency learners with study abroad (SA) experience (2) low proficiency learners with no SA experience, and (3) high proficiency learners without SA experience. Participants completed an oral discourse completion task that assessed their ability to produce two speech acts (requests and opinions) in high- and low-imposition situations. Prosodic features including intonation, pitch range, and sentence prominence were analyzed via PRAAT. The findings revealed a complex interplay between proficiency and SA experience on pragma-prosodic production. Implications suggest that SA may have the added benefit of providing the backdrop for authentic contextual functions of prosody in high- and low- imposition situations.

Loading

Article metrics loading...

/content/journals/10.1075/jslp.20024.kan
2021-07-27
2021-12-03
Loading full text...

Full text loading...

References

  1. Aijmer, K.
    (1996) Apologies. InK. Aijmer (Ed.), Conversational routines in English: Convention and creativity (pp.80–123). London, UK: Longman.
    [Google Scholar]
  2. Barth-Weingarten, D., Reber, E., & Selting, M.
    (Eds.) (2010) Prosody in interaction (Vol.23). John Benjamins Publishing. 10.1075/sidag.23.26bar
    https://doi.org/10.1075/sidag.23.26bar [Google Scholar]
  3. Boersma, P., & Weenink, D.
    (2016) Praat: Doing phonetics by computer (Version 6.0.11) [Software]. Available fromwww.fon.hum.uva.nl/paul/praat.html
  4. Brazil, D.
    (1997) The communicative value of intonation in English. Cambridge, UK: Cambridge University Press.
    [Google Scholar]
  5. Brown, P., & Levinson, S.
    (1987) Politeness: Some universals in language Usage. Cambridge: Cambridge University Press. 10.1017/CBO9780511813085
    https://doi.org/10.1017/CBO9780511813085 [Google Scholar]
  6. Bryant, G. A., & Fox Tree, J. E.
    (2005) Is there an ironic tone of voice?Language and Speech, 48(3), 257–277. 10.1177/00238309050480030101
    https://doi.org/10.1177/00238309050480030101 [Google Scholar]
  7. Cauldwell, R.
    (2013) Phonology for listening: Teaching the stream of speech. Birmingham, UK: Speech in Action.
    [Google Scholar]
  8. Cheng, W., Greaves, C., & Warren, M.
    (2008) A corpus-driven study of discourse intonation: The Hong Kong corpus of spoken English (prosodic) (Vol.32). Amsterdam: John Benjamins Publishing. 10.1075/scl.32
    https://doi.org/10.1075/scl.32 [Google Scholar]
  9. Cheng, W., & Warren, M.
    (2005) Can I help you? The use of rise and rise-fall tones in the Hong Kong Corpus of Spoken English. International Journal of Corpus Linguistics, 10(1), 85–107. 10.1075/ijcl.10.1.05che
    https://doi.org/10.1075/ijcl.10.1.05che [Google Scholar]
  10. Couper-Kuhlen, E.
    (1993) English speech rhythm: Form and function in everyday verbal interaction (Vol.25). John Benjamins Publishing. 10.1075/pbns.25
    https://doi.org/10.1075/pbns.25 [Google Scholar]
  11. (2009) Prosody. InS. D’hondt, J. Östman, J., & J. Verschueren, J. (Eds.), The pragmatics of interaction (Handbook of Pragmatics Highlights, vol. 4) (pp.174–189). Amsterdam: Benjamins. 10.1075/hoph.4.10cou
    https://doi.org/10.1075/hoph.4.10cou [Google Scholar]
  12. (2011) Pragmatics and prosody: Prosody as social action. InW. Bublitz & N. Norrick (Eds.), Foundations of Pragmatics (pp.491–510). De Gruyter Mouton. 10.1515/9783110214260.491
    https://doi.org/10.1515/9783110214260.491 [Google Scholar]
  13. Couper-Kuhlen, E. & Selting, M.
    (1996) Prosody in conversation: Interactional studies. Cambridge: Cambridge University Press. 10.1017/CBO9780511597862
    https://doi.org/10.1017/CBO9780511597862 [Google Scholar]
  14. Couper-Kuhlen, E., & Ford, C. E.
    (Eds.) (2004) Sound patterns in interaction: Cross-linguistic studies from conversation (Vol.62). John Benjamins Publishing. 10.1075/tsl.62.17cou
    https://doi.org/10.1075/tsl.62.17cou [Google Scholar]
  15. Field, A.
    (2018) Discovering statistics using IBM SPSS statistics. Thousand Oaks, CA: Sage Publication Ltd.
    [Google Scholar]
  16. Hewings, M.
    (1995) Tone choice in the English intonation of nonnative speakers. International Review of Applied Linguistics, 33(3), 251–266.
    [Google Scholar]
  17. Hahn, L. D.
    (2004) Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly38, 201–223. 10.2307/3588378
    https://doi.org/10.2307/3588378 [Google Scholar]
  18. Kang, O.
    (2010) Relative salience of suprasegmental features on judgments of L2 comprehensibility and accentedness. System, 38(2), 301–315. 10.1016/j.system.2010.01.005
    https://doi.org/10.1016/j.system.2010.01.005 [Google Scholar]
  19. Kang, O., & Johnson, D.
    (2018) Contribution of suprasegmental to English speaking proficiency: Human rater and automated scoring system. Language Assessment Quarterly, 15(2), 150–168. 10.1080/15434303.2018.1451531
    https://doi.org/10.1080/15434303.2018.1451531 [Google Scholar]
  20. Kang, O. & Kermad, A.
    (2019) Prosody in L2 pragmatics. InN. Taguchi (Ed.), The Routledge handbook of SLA and pragmatics (pp.78–92). England: Routledge – Taylor & Francis.
    [Google Scholar]
  21. Kang, O., Rubin, D., Pickering, L.
    (2010) Suprasegmental measures of accentedness and judgments of English language learner proficiency in oral English. Modern Language Journal, 94(4), 554–566. 10.1111/j.1540‑4781.2010.01091.x
    https://doi.org/10.1111/j.1540-4781.2010.01091.x [Google Scholar]
  22. Kang, O., Thomson, R., & Moran, M.
    (2018) Empirical approaches to measuring intelligibility of different varieties of English, Language Learning, 68(1), 115–146. 10.1111/lang.12270
    https://doi.org/10.1111/lang.12270 [Google Scholar]
  23. Kermad, A.
    (2021) “From the Sound, it Look Like He Said it from the Deep in his Heart”: How do English Learners Make Judgments of Pragma-Prosodic Meaning?Teaching English as a Second Language Electronic Journal (TESL-EJ), 25(1). https://tesl-ej.org/pdf/ej97/a11.pdf
    [Google Scholar]
  24. Knowles, G.
    (2016) Patterns of spoken English: An introduction to English phonetics. New York, NY: Routledge.
    [Google Scholar]
  25. Ladd, D. R.
    (1996) Intonation prosody. Cambridge: Cambridge University Press.
    [Google Scholar]
  26. Matsumura, S.
    (2003) Modelling the relationships among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics, 24, 465–491. 10.1093/applin/24.4.465
    https://doi.org/10.1093/applin/24.4.465 [Google Scholar]
  27. Perez-Vidal, C. & Shively, R.
    (2019) L2 pragmatic development in study abroad settings. InN. Taguchi (Ed.), Routledge handbook of SLA and pragmatics (pp.355–371). New York: Routledge.
    [Google Scholar]
  28. Pickering, L.
    (2001) The role of tone choice in improving ITA communication in the classroom. TESOL Quarterly, 35(2), 233–255. 10.2307/3587647
    https://doi.org/10.2307/3587647 [Google Scholar]
  29. (2018) Discourse Intonation: A discourse-pragmatic approach to teaching the pronunciation of English. Ann Arbor: The University of Michigan Press. 10.3998/mpub.6731
    https://doi.org/10.3998/mpub.6731 [Google Scholar]
  30. Pickering, L., Hu, G., & Baker, A.
    (2012) The pragmatic function of intonation: Cueing agreement and disagreement in spoken English discourse and implications for ELT. InJ. Romero-Trillo (Ed.), Pragmatics, prosody and English language teaching (pp.199–218). New York, NY: Springer. 10.1007/978‑94‑007‑3883‑6_12
    https://doi.org/10.1007/978-94-007-3883-6_12 [Google Scholar]
  31. Roever, C.
    (2005) Testing ESL Pragmatics. Frankfurt: Peter Lang. 10.3726/978‑3‑653‑04780‑6
    https://doi.org/10.3726/978-3-653-04780-6 [Google Scholar]
  32. Romero-Trillo, J.
    (2012) Pragmatics and prosody in English language teaching. New York: Springer. 10.1007/978‑94‑007‑3883‑6
    https://doi.org/10.1007/978-94-007-3883-6 [Google Scholar]
  33. Selting, M.
    (1992) Prosody in conversational questions. Journal of Pragmatics, 17(4), 315–345. 10.1016/0378‑2166(92)90014‑3
    https://doi.org/10.1016/0378-2166(92)90014-3 [Google Scholar]
  34. Shively, R., Menke, M., & Manzón-Omundson, S.
    (2008) Perception of irony by L2 learners of Spanish. Issues in Applied Linguistics, 16(2). 101–132. 10.5070/L4162005096
    https://doi.org/10.5070/L4162005096 [Google Scholar]
  35. Szczepek Reed, B.
    (2007) Prosodic orientation in English conversation. New York: Palgrave Macmillan. 10.1057/9780230625273
    https://doi.org/10.1057/9780230625273 [Google Scholar]
  36. (2010) Speech rhythm across turn transitions in cross-cultural talk-in-interaction. Journal of Pragmatics, 42(4), 1037–1059. 10.1016/j.pragma.2009.09.002
    https://doi.org/10.1016/j.pragma.2009.09.002 [Google Scholar]
  37. (2011) Analysing conversation: An introduction to prosody. Macmillan International Higher Education. 10.1007/978‑1‑137‑04514‑0
    https://doi.org/10.1007/978-1-137-04514-0 [Google Scholar]
  38. (2012a) A conversation analytic perspective on teaching English pronunciation: The case of speech rhythm. International Journal of Applied Linguistics, 22(1), 67–87. 10.1111/j.1473‑4192.2011.00293.x
    https://doi.org/10.1111/j.1473-4192.2011.00293.x [Google Scholar]
  39. (2012b) Prosody in conversation: Implications for teaching English pronunciation. InJ. Romero-Trillo (Ed.), Pragmatics, prosody and English language teaching (pp.147–168). New York, NY: Springer. 10.1007/978‑94‑007‑3883‑6_10
    https://doi.org/10.1007/978-94-007-3883-6_10 [Google Scholar]
  40. Staples, S.
    (2015) The discourse of nurse-patient interactions: Contrasting the communicative styles of US and international nurses. Amsterdam, Netherlands: John Benjamins Publishing Company. 10.1075/scl.72
    https://doi.org/10.1075/scl.72 [Google Scholar]
  41. Taguchi, N.
    (2011a) The effect of L2 proficiency and study-abroad experience in pragmatic comprehension. Language Learning, 61, 904–939. 10.1111/j.1467‑9922.2011.00633.x
    https://doi.org/10.1111/j.1467-9922.2011.00633.x [Google Scholar]
  42. (2011b) Do proficiency and study-abroad experience affect speech act Production?: Analysis of appropriateness, accuracy, and fluency. International Review of Applied Linguistics, 49, 265–293. 10.1515/iral.2011.015
    https://doi.org/10.1515/iral.2011.015 [Google Scholar]
  43. (2013) Production of routines in L2 English: Effect of proficiency and study-abroad experience. System, 41, 109–121. 10.1016/j.system.2013.01.003
    https://doi.org/10.1016/j.system.2013.01.003 [Google Scholar]
  44. (2017) Contexts and pragmatics learning: Findings and implications of study abroad research. Language Teaching, 51, 124–137. 10.1017/S0261444815000440
    https://doi.org/10.1017/S0261444815000440 [Google Scholar]
  45. Taguchi, N., Gomez-Laich, P. M., & Arrufat-Marqués, M. J.
    (2016) Comprehension of indirect meaning in Spanish as a foreign language. Foreign Language Annals, 49, 677–698. 10.1111/flan.12230
    https://doi.org/10.1111/flan.12230 [Google Scholar]
  46. Taguchi, N., & Roever, C.
    (2017) Second language pragmatics. New York: Oxford University Press.
    [Google Scholar]
  47. Ward, N.
    (2019) Prosodic patterns in English conversation. London, UK: Cambridge University Press. 10.1017/9781316848265
    https://doi.org/10.1017/9781316848265 [Google Scholar]
  48. Wennerstrom, A.
    (1994) Intonational meaning in English discourse: A study of nonnative speakers. Applied Linguistics, 15(4), 399–421. 10.1093/applin/15.4.399
    https://doi.org/10.1093/applin/15.4.399 [Google Scholar]
  49. (1997) Discourse intonation in Second Language Acquisition: Three genre-based studies (Unpublished doctoral dissertation). University of Washington, Seattle: WA.
    [Google Scholar]
  50. (2001) The music of everyday speech: Prosody and discourse analysis. Oxford, UK: Oxford University Press.
    [Google Scholar]
  51. Wichmann, A.
    (2005) Please-from courtesy to appeal: the role of intonation in the expression of attitudinal meaning. English Language and Linguistics, 9(2), 229. 10.1017/S1360674305001632
    https://doi.org/10.1017/S1360674305001632 [Google Scholar]
  52. Xiao, F.
    (2015) Proficiency, learning context and pragmatic development. Unpublished dissertation. Carnegie Mellon University. Pittsburgh, U.S.A.
    [Google Scholar]
  53. Xu, W., Case, R. E., & Wang, Y.
    (2009) Pragmatic and grammatical competence, length of residence, and overall L2 proficiency. System, 37, 205–216. 10.1016/j.system.2008.09.007
    https://doi.org/10.1016/j.system.2008.09.007 [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/jslp.20024.kan
Loading
/content/journals/10.1075/jslp.20024.kan
Loading

Data & Media loading...

  • Article Type: Research Article
Keywords: pragmatics ; speech acts ; study abroad ; prosody
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error