Teaching learners to communicate effectively in the L2: Integrating body language in the students\u2019 syllabus

In communication a great deal of meaning is exchanged through body language, including gaze, posture, hand gestures and body movements. Body language is largely culture-specific, and rests, for its comprehension, on people\u2019s sharing socio-cultural and linguistic norms. In cross-cultural communication, L2 speakers\u2019 use of body language may convey meaning that is not understood or misinterpreted by the interlocutors, affecting the pragmatics of communication. In spite of its importance for cross-cultural communication, body language is neglected in ESL/EFL teaching. This paper argues that the study of body language should be integrated in the syllabus of ESL/EFL teaching and learning. This is done by: 1) reviewing literature showing the tight connection between language, speech and gestures and the problems that might arise in cross-cultural communication when speakers use and interpret body language according to different conventions; 2) reporting the data from two pilot studies showing that L2 learners transfer L1 gestures to the L2 and that these are not understood by native L2 speakers; 3) reporting an experience teaching body language in an ESL/EFL classroom. The paper suggests that in multicultural ESL/EFL classes teaching body language should be aimed primarily at raising the students\u2019 awareness of the differences existing across cultures

Proceedings of the VIIth GSCP International Conference

The 7th International Conference of the Gruppo di Studi sulla Comunicazione Parlata, dedicated to the memory of Claire Blanche-Benveniste, chose as its main theme Speech and Corpora. The wide international origin of the 235 authors from 21 countries and 95 institutions led to papers on many different languages. The 89 papers of this volume reflect the themes of the conference: spoken corpora compilation and annotation, with the technological connected fields; the relation between prosody and pragmatics; speech pathologies; and different papers on phonetics, speech and linguistic analysis, pragmatics and sociolinguistics. Many papers are also dedicated to speech and second language studies. The online publication with FUP allows direct access to sound and video linked to papers (when downloaded)

Learner autonomy: The complexity of control‐shift

It is generally held that constructing learner autonomy (LA) requires a pedagogical shift of control from teachers to students. It is also understood that the development of learner autonomy relates largely to teacher autonomy (TA), which requires school managers to relinquish some degree of control to teachers. However, from a socio‐political perspective, the construct of autonomy is a right also extended to educational managers (MA). Thus, a problem arises: how can the three levels of controlshifts co‐exist and survive in harmony, and ideally, thrive each in its own way? Based on a recent case study, this paper aims to explore the complexity of the dynamic interaction between these three types of autonomy within an educational hierarchy. The study was conducted in a private Chinese secondary school which was promoting whole‐person development through a comprehensive innovation project involving all its academic staff members. The participants comprised nine English teachers, the principal, and the school’s executive director. Data collection was conducted through interviews, classroom observations followed by post‐lesson discussions, and the researcher’s field notes. Specifically, three questions were addressed in this paper focusing on managers’ perceptions of LA, a classroom instruction model intended to cultivate LA, and an in‐house professional development scheme to facilitate TA, all of which impacted on teachers’ professional decision‐making. The findings display a complex picture of these issues, and imply the importance of a genuine shared understanding of the nature of autonomy and the need to carefully ensure the optimal balance among the three types of autonomy in the design and implementation of curriculum innovations

Knowledge Expansion of a Statistical Machine Translation System using Morphological Resources

Translation capability of a Phrase-Based Statistical Machine Translation (PBSMT) system mostly depends on parallel data and phrases that are not present in the training data are not correctly translated. This paper describes a method that efficiently expands the existing knowledge of a PBSMT system without adding more parallel data but using external morphological resources. A set of new phrase associations is added to translation and reordering models; each of them corresponds to a morphological variation of the source/target/both phrases of an existing association. New associations are generated using a string similarity score based on morphosyntactic information. We tested our approach on En-Fr and Fr-En translations and results showed improvements of the performance in terms of automatic scores (BLEU and Meteor) and reduction of out-of-vocabulary (OOV) words. We believe that our knowledge expansion framework is generic and could be used to add different types of information to the model.JRC.G.2-Global security and crisis managemen

Irony in a second language: exploring the comprehension of Japanese speakers of English

This thesis focuses on the extent to which non-native speakers of English understand potentially ironic utterances in a similar way to native speakers. Barbe (1995: 4) sees irony as one of ‘the final obstacles before achieving near native-speaker fluency.’ This assumption is supported by the findings of earlier studies (Bouton 1999, Lee 2002; Manowong 2011; Yamanaka 2003) which assumed a Gricean framework seeing irony as communicating the ‘opposite of what is said’ (Grice 1975, 1978). This thesis adopts instead the relevance-theoretic account of irony as echoic (Sperber and Wilson 1995; Wilson and Sperber 2012), arguing that previous work suffers from both problematic theoretical assumptions and flawed experimental methods. The thesis reports the findings of two experiments designed to examine similarities and differences between the responses of non-native speakers of English (here Japanese speakers) and native speakers and how similar or different the effects of prosody are for these groups. The first experiment, conducted by an online survey, provided surprising results, suggesting that Japanese speakers can respond to potentially ironical utterances similarly to native speakers. The second experiment, focusing on the effects of prosody, compared the groups with regard to response trends. Three prosodic contours were used in this study, labelled ‘basic’ (a kind of default, unmarked tone), ‘deadpan’ (with a narrower pitch range), and ‘exaggerated’ (with a wider pitch range). The results indicated that Japanese participants could perceive English prosodic structure in similar ways to native speakers and were affected by prosodic contours in similar ways. It also suggested that Japanese participants were affected less strongly by ‘exaggerated’ intonation and slightly more strongly by ‘deadpan’ tones. These findings suggest that a relevance-theoretic framework provides the means to carry out fuller investigations than carried out previously and to develop a more systematic explanation of the understanding of irony in a second language

Perception and Acquisition of Natural Authentic English Speech for Chinese Learners Using DIT\u27s Speech Technologies

Given that Chinese language learners are greatly influenced by their mother-tongue, which is a tone language rather than an intonation language, learning and coping with authentic English speech seems more difficult than for learners of other languages. The focus of the current research is, on the basis of analysis of the nature of spoken English and spoken Chinese, to help Chinese learners derive benefit from ICT technologies developed by the Technological University Dublin (DIT). The thesis concentrates on investigating the application of speech technologies in bridging the gap between students’ internalised, idealised formulations and natural, authentic English speech. Part of the testing carried out by the present author demonstrates the acceptability of a slow-down algorithm in facilitating Chinese learners of English in re-producing formulaic language. This algorithm is useful because it can slow down audio files to any desired speed between 100% and 40% without distortion, so as to allow language learners to pay attention to the real, rapid flow of ‘messy’ speech and follow the intonation patterns contained in them. The rationale for and the application of natural, dialogic native-to-native English speech to language learning is also explored. The Chinese language learners involved in this study are exposed to authentic, native speech patterns by providing them access to real, informal dialogue in various contexts. In the course of this analysis, the influence of speed of delivery and pitch range on the categorisation of formulaic language is also investigated. The study investigates the potential of the speech tools available to the present author as an effective EFL learning facility, especially for speakers of tone languages, and their role in helping language learners achieve confluent interaction in an English L1 environment

Intonation and second language acquisition : a study of the acquisition of English intonation by speakers of other languages

In the field of second language acquisition (SLA) research, the study of intonation, and prosodic systems generally, suffers from a considerable under-representation.This has far-reaching consequences. From the large body of empirical work on various aspects of SLA over the last three decades, a great deal has been turned to pedagogical use. Indeed, the field of SLA is closely linked to that of language pedagogy, as the dual acquisition theoretical and pedagogical character of many current journals and conferences shows.However, the mutually nourishing relationship between SLA research and language teaching suffers if either component is inadequate.In the case of intonation, this is exactly the case. At a time when the processes of SLA are under analysis from a wide range of linguistic, psychological and sociolinguistic perspectives, relatively little is known, even on a simple descriptive level, about the acquisition of intonation. There is no body of studies of L2 intonational form comparable, for example, to the 'morpheme studies' or to studies of 'developmental sequences' which informed much thinking in the field in the 1970s and 1980s (see Ellis 1994, Ch.3); no substantial body of work, that is, which might form the basis of further research.The present study aims to contribute to current knowledge on the acquisition of intonational form in second languages. It seeks to provide a detailed account of how certain aspects of L2 English intonation develop, both in terms of their phonetics, and also in terms of the linguistic and discoursal ends to which they are put. The study is divided into two parts:Part One: in which the theoretical and descriptive bases of the study are established. It deals first with aspects of intonational form in English, describing in detail the prosodic systems which are employed to mark various aspects of informational structure within the spoken language, and also considers briefly the current state of language teaching in these areas (Chapter One). Then a review of research into the acquisition of sound systems in second languages is presented, looking particularly at intonational form and other aspects of prosodic production and perception (Chapter Two).Part Two: in which the experiments which have been undertaken as part of this study are presented. Firstly, the procedural and analytical aspects of these experiments will be described (Chapter Three). The findings will then be presented and discussed (Chapters Four to Seven). Finally, findings will be summarised and some general conclusions drawn (Chapter Eight)

English prosodic marking of Information Structure by L1-Japanese second language learners

Ph.D. Thesis. University of Hawaiʻi at Mānoa 2018