ITL - International Journal of Applied Linguistics - Volume 109, Issue 1, 1995

Dans cet article nous analysons le modèle d’inspiration labovienne que Elaine Tarone a développé pour expliquer la variation dans l’interlangue. Le “Modèle du Caméléon” connaît un vif succès depuis les années quatre-vingts malgré un manque de preuves empiriques de ses hypothèses. La théorie de Tarone est soumise à une analyse approfondie et critique.

In this article, the morphological parser used within the Dutch part of the MENELAS-project is described. The parser handles inflection, derivation and compounding. Its main characteristic is that it is specific for the medical sublanguage. The paper will focus on the architecture and the working principles of the parser and on the semi-automatic extension module for the lexicon. Some suggestions for improvement are made.

Using undergraduates in two Nigerian Universities, namely the University of Ilorin and the University of Jos, we have examined attitudes towards Received Pronunciation (RP). Employing the multivariate theoretical trend, based on the social psychological approach as explicated by BAKER (1992), we have examined the extent of influence by instrumental, integrative and nationalistic judgements on those attitudes held toward RP by the undergraduates. The methodological devices used were the questionnaire, matched guise, and observation. Employing the chi-square statistical measure at an alpha critical value of <.05, the instrumental judgement was found to exert greater influence on the favourable attitudes expressed toward RP by the sampled undergraduates. This result seems to bear significant implications on the future of RP in Nigeria. RP is likely to linger on in Nigeria, playing both personal, sociolinguistic and educational roles.

This paper presents four case studies to demonstrate developments in oral proficiency made by advanced learners of English during two months in England. The data base consists of picture story oral narratives. Performance shortly after arrival in Britain is compared with that at the end of the two months. Assessment was by:

subjective reactions of a panel of experienced native-speaker EFL teachers

quantitative analysis of transcriptions of recordings.

An attempt is made to apply VORSTER’s (1980) components of proficiency developed for use with children mother tongue speakers. The main findings were as follows:

There was considerable dissension among teachers, so that the reliability of subjective teacher assessment in such cases must be seriously questioned.

Results on the objective quantitative measures were very chequered, suggesting that the variables chosen did not, in many cases, function well to identify developments over so short a period.

Nevertheless, there were clear trends towards improvements in productivity and modality (co-verbs).

There were signs of individual differences among subjects in route of development.