Sound Evidence: The Missing Piece of the Jigsaw in Formulaic Language Research

Lin, Phoebe M.S.

doi:10.1093/applin/ams017

Cited by 56 publications

(39 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…First, reading-while-listening has been found to be more conducive to L2 vocabulary uptake than reading only (Webb & Chang, 2012). Moreover, the availability of the aural input may not only assist learners with the pronunciation of words they might otherwise shy away from using, but the prosodic cues may also assist learners with the chunking of speech into units larger than single words (e.g., Lin, 2012). At the same time, preserving the written mode alongside the aural mode may be helpful for note-taking, and, according to Boston (2008), facilitates mining more than aural input alone.…”

Section: Materials and Proceduresmentioning

confidence: 99%

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

Hoang

Boers

2016

SSLLT

View full text Add to dashboard Cite

Adult second language (L2) learners have often been found to produce discourse that manifests limited and non-native-like use of multiword expressions. One explanation for this is that adult L2 learners are relatively unsuccessful (in the absence of pedagogic intervention) at transferring multiword expressions from input texts to their own output resources. The present article reports an exploratory study where ESL learners were asked to re-tell a short story which they had read and listened to twice. The learners' re-tells were subsequently examined for the extent to which they recycled multiword expressions from the original story. To gauge the influence of the input text on these learners' renderings of the story, a control group was asked to tell the story based exclusively on a series of pictures. The results of the experiment suggest that multiword expressions were recycled from the input text to some extent, but this stayed very marginal in real terms, especially in comparison with the recycling of single words. Moreover, when learners did borrow expressions from the input text, their reproductions were often non-target-like.

show abstract

Section: Materials and Proceduresmentioning

confidence: 99%

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

Hoang

Boers

2016

SSLLT

View full text Add to dashboard Cite

show abstract

“…Conklin, Schmitt 2008;Jiang, Nekrasova 2007;Cappelle et al 2010). Moreover, the association of specifi c formulaic language with prosodics results in a host of learning advantages (Lin 2012). Th is has the potential to be a truly instructional medium, whereby drawing on native hedging strategies may contribute to create a "feel of register" (Torres-Martínez 2013) among EFL language learners.…”

Section: A Semiotic Analysis Of Hedging Stringsmentioning

confidence: 99%

Semiosic translation: A new theoretical framework for the implementation of pedagogically-oriented subtitling

Torres–Martínez

2015

SSS

View full text Add to dashboard Cite

Abstract:In this paper, I explore a new type of semiotic translation in the context of Audiovisual Translation Studies (AVTS). To that end, a set of formulaic sequences bestowed of pragmalinguistic value (hedging strings) is analysed. It is argued that the semiotic analysis of conversational features in English may contribute to facilitate their pedagogical exploitation in English as a Foreign Language (EFL) classrooms. Th is analysis builds theoretically on a semiotic translational framework termed Semiosic Translation (and its subset, Semiosic Subtitling) predicated upon three types of translation: (i) Metaleptic translation; (ii) indexical translation; and (iii) translation as dynamic discontinuity. Th e translational rationale thus arrived at is deemed to account for what it is that binds together linguistic signs with other sign systems.

show abstract

“…The decision to align with Wray's (2002) psycholinguistically-oriented definition of the term was made due to the fact that prosodic structure is underpinned by psycholinguistic and cognitive factors such as information structure (i.e. the distinction between given and new information) and the capacity of short term memory (see Chafe 1987;Lin 2010aLin , 2012.…”

Section: Introductionmentioning

confidence: 99%

“…However, relatively little attention has been given to the prosody of formulaic language until recently. As Lin (2012Lin ( , 2013 shows, speech prosody plays a fundamental role in the acquisition, memory and meaning of formulaic language in first language (L1) acquisition. The contextual meaning of a formulaic expression is encoded in the tone of voice with which the expression is delivered.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The prosody of formulaic expression in the IBM/Lancaster Spoken English Corpus

Lin

2013

IJCL

View full text Add to dashboard Cite

This article examines the distribution of the nucleus around selected formulaic expressions in the IBM/Lancaster Spoken English Corpus (SEC). The study reveals the presence of a positional bias such that formulaic expressions found at the end of intonation units are more likely to receive the nucleus than those found at the beginning. Amongst the formulaic expressions located at the end of intonation units, 70 percent have the nucleus assigned to the last lexical word of the expressions. For the remaining cases, the obligatory nuclei are found either on the lexical words immediately preceding the expressions or on the first words, the degree words or the flexible slots within the expressions. The study shows how prosodically annotated corpora may facilitate research on the prosody of formulaic expressions. At the same time, it also raises awareness of the issues confronting this new research avenue.

show abstract

Sound Evidence: The Missing Piece of the Jigsaw in Formulaic Language Research

Cited by 56 publications

References 9 publications

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

Semiosic translation: A new theoretical framework for the implementation of pedagogically-oriented subtitling

The prosody of formulaic expression in the IBM/Lancaster Spoken English Corpus

Contact Info

Product

Resources

About