“Foreigner-Talk” Discourse

Hatch, Evelyn; Shapira, Rachel; Gough, Jessica

doi:10.1075/itl.39-40.03hat

Cited by 50 publications

(19 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Both mother-child talk (Gleitman et al 1984: 46-47) and foreigner talk (Hatch, Shapira andGough 1975, cited in Snow andFerguson 1977: 338) are known to sometimes evince empathetic modification under the influence of learner language, something which, though certainly an effect of the learner's presence or a reflex of his/her limited competence, can hardly be definitely conducive to language acquisition. Furthermore, äs has been frequently observed, simplified input does not solve the learnability problem; it only intensifies it by burdening the learner with the ability to learn something fairly complex from evidence which does not exhibit the target level of complexity.…”

Section: Amentioning

confidence: 96%

Inputs for L2 Acquisition

Saleemi¹

1989

IRAL - International Review of Applied Linguistics in Language Teaching

View full text Add to dashboard Cite

In diesem Artikel werden verschiedene Methoden der Beschreibung der Dateneingabe bzw. Datenaufnahme (input) beim Zweitsprachenerwerb vorgestellt und diskutiert. Es scheint, daß dabei verschiedene Arten der Dateneingabe bzw. Datenaufnahme erforderlich sind, wobei jede einzelne Art einer bestimmten Lernphase zuzuordnen ist. Eine ganz entscheidende Rolle für die Beschreibung des Zweitsprachenerwerbs weist der Autor einer Kombination von linguistischen Einsichten und dem Verstehen psycholinguistischer Prozesse zu. Eine Theorie dieser Art soll allerdings nicht die divergierenden Ansichten über den Prozeß des Zweitsprachenerwerbs ersetzen; sie kann vielmehr eine Erklärung für die unterschiedlichen Auffassungen in diesem Bereich liefern.Dans cet article sont decrites et discutees des methodes differentes de decrire l'acquisition des dates (input) dans l'apprentissage d'une deuxieme langue. II semble que, dans cette acquisition, differents procedes soient inevitables et que chaque procede soit a attribuer ä une certaine phase de l'apprentissage de la deuxieme langue. Un röle tout ä fait decisif pour la description de cet apprentissage est mis par l'auteur sur le compte d'une combinaison de connaissances linguistiques et de comprehension des processus psycholinguistiques en cause. Une theorie de ce caractere ne doit pourtant pas remplacer les opinions divergentes sur le processus de l'apprentissage d'une deuxieme langue; mais eile pourra contribuer ä expliquer les opinions heterogenes qu'on trouve dans ce domaine.

show abstract

Section: Amentioning

confidence: 96%

Inputs for L2 Acquisition

Saleemi¹

1989

IRAL - International Review of Applied Linguistics in Language Teaching

View full text Add to dashboard Cite

show abstract

“…Several studies have reached publication stage, including Katz (1977), which examines the use of FT by an American child playing with Hebrew-speaking children acquiring English. The most productive group seems to be that of Evelyn Hatch and her colleagues at the University of California at Los Angeles (e.g., Hatch et al, 1978, Larsen-Freeman, 1976, Campbell et aL, 1977. In Europe S. Pit Corder and his colleagues have studied FT phenomena in connection with the teaching of English as a second or foreign language.…”

Section: 'Ft' As Label and Ft As Field Of Studymentioning

confidence: 97%

‘Foreigner Talk’ as the Name of a Simplified Register

Ferguson¹

1981

International Journal of the Sociology of Language

View full text Add to dashboard Cite

“…Foreigner talk is typically produced by native speakers and directed at interlocutors felt to be inferior and incapable of fully acquiring the target language (Ferguson 1975(Ferguson ,1981Hatch et al 1978;Hinnenkamp 1982). From the inception ofthe Spanish colonial enterprise, indigenous persons were treated with a combination of paternalism and derision, and their ability to comprehend anything more than the simplest concepts was frequently called into question.…”

Section: The Andean Spanish Gerund: Phonological Prominence and Foreimentioning

confidence: 99%

¿Qué diciendo nomás?

Lipski

2013

SiC

View full text Add to dashboard Cite

In Quechua-dominant Spanish interlanguage in the Andean region the gerund is frequently found instead of finite verb forms typical of monolingual Spanish. Using data collected among Quichua-Spanish bilinguals in northern Ecuador, this study challenges claims that direct transfer of the Quichua subordinator-s(h)pa— often called a “gerund” — is the immediate source of the Andean Spanish gerund. Quichua-dominant bilinguals produce Spanish gerunds mostly in subordinate clauses, reflecting the general pattern of Quechua. However, in a Quichua-to-Spanish translation task,-shpawas most frequently translated as a gerund by school children who had received Quichua language classes, and least frequently by traditional Quichua-dominant speakers. An examination of historical documents suggests that the gerund was used in Spanish foreigner talk directed at indigenous speakers. The ultimate source of the-s(h)pa=Spanish gerundequation is traced to 16th and 17th century Quechua grammars written in the Latinate tradition, and to Spanish priests’ and missionaries’ (mis)appropriation of this grammatical interpretation in their interaction with indigenous speakers in the Andean zone.

show abstract

“Foreigner-Talk” Discourse

Cited by 50 publications

References 2 publications

Inputs for L2 Acquisition

Inputs for L2 Acquisition

‘Foreigner Talk’ as the Name of a Simplified Register

¿Qué diciendo nomás?

Contact Info

Product

Resources

About