The role of extra-linguistic factors in receptive bilingualism: Evidence from Danish and Swedish pre-schoolers

Schüppert, Anja; Gooskens, Charlotte

doi:10.1177/1367006911426389

Cited by 49 publications

(14 citation statements)

References 12 publications

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“…In any given case, a community of speakers of Language A may understand speakers of Language B more easily than vice versa (Schüppert and Gooskens 2010;Beijering et al 2008, 15). Within Scandinavia, Norwegian speakers find it easy to understand other Scandinavians while Danes have a bit of trouble understanding Swedish and Norwegian, and Swedish speakers also have a bit of trouble with Norwegian, and much more trouble with Danish (Gooskens 2007a;Braunmüller 2002, 6).…”

Section: Region As Fluid Spacementioning

confidence: 97%

“…Owing to the lack of a single standard, Norwegian media regularly include both written forms and multiple spoken variants, as well as both dubbed and untranslated bits of Swedish and Danish so the Norwegian ''ear'' is unusually flexible (Gooskens and Heeringa 2006;Heeringa and Gooskens 2003;Gooskens 2007a, 462). Exposure is important: the trouble that Swedes have in understanding Danish may be acquired as part of a set of culturally transmitted attitudes and the greater quantity of untranslated or dubbed Danish in Norwegian media relative to Swedish media (Schüppert and Gooskens 2010;Sandøy 2010).…”

Section: Region As Fluid Spacementioning

confidence: 99%

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Multilayered regionalization in Northern Europe

Adams

2011

GeoJournal

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The broadening and deepening of Europe as a macro-region impels processes of expansion, contraction and transformation in sub-regions positioned within the EU and across the EU's border. Recent arguments stress the idea of regionalization as a multi-layered process. Using Northern Europe as a study site, three such layers are explored: territorially bounded regionalization in the voting patterns of the Eurovision Song Contest, networked regionalization in the membership of intergovernmental organizations, and fluid regionalization in the geography of language. The associated regionalization processes are explained and visualized using mixed methodologies. Across these three layers of regionalization we can see the persistence of a Scandinavian core, but various territorial, networked and fluid forms of regionalization are stretching and pulling at the edges of Nordic regionalizations.

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Section: Region As Fluid Spacementioning

confidence: 97%

Section: Region As Fluid Spacementioning

confidence: 99%

Multilayered regionalization in Northern Europe

Adams

2011

GeoJournal

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“…Extra-linguistic factors such as attitudes held towards the language in use, the demands of the context, the characteristics of the speech constellation contribute to the process of understanding and signify the amount of understanding that will satisfy the interlocutors. To exemplify, Schüppert and Gooskens (2011) explored the role of extra-linguistic factors in Danish and Swedish receptive understanding. Their study aimed to investigate three extralinguistic factors, which are attitude, contact, and literacy, and to determine their role for mutual intelligibility.…”

Section: Introductionmentioning

confidence: 99%

Receptive multilingualism in Turkish-Turkmen academic counseling sessions

Sağın-Şimşek¹

2014

Applied Linguistics Review

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This study examines a case of receptive multilingual communication in academic counseling sessions with participants of Turkish and Turkmen languages. In particular, the study aims to explore the contribution of linguistic and extralinguistic factors that might facilitate and/or constraint interlocutors' understanding in receptive multilingual communications. To this end, elicited conversations of a Turkish academic advisor and a Turkmen university student were video recorded and analyzed. The analysis shows that linguistic factors such as morpho-syntactic and lexical similarities between these languages do not guarantee but facilitate understanding. As for the extralinguistic factors, the study confirms that the use of institutional keywords in academic counseling sessions activates interlocutors' common institutional knowledge and, thereupon, the interlocutors' understanding is facilitated.

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“…In the study, Schuppert and Gooskens (2011) came up with the hypothesis that the unbalance was because of the factors of linguistics, not extralinguistic. The purpose of the research by Schuppert and Gooskens (2011) was to exclude the influences of extralinguistic factors on mutual intelligibility and compare their intelligibility scores with the past researches' scores. To put their research in the perspective, they started the arguments by giving the clear picture of two extralinguistic factors which were discussed based on a few opinions of other researchers.…”

mentioning

confidence: 99%

“…The purpose of the experiment carried out by Schuppert and Gooskens (2011) was not to include two factors of extralinguistic (language exposure and behaviour) in indicating the role of intelligibility with Danish and Swedish. The subjects of the study were native speakers of Danish as many as 19 persons and 26 persons of Swedish native speakers.…”

mentioning

confidence: 99%

Extralinguistics Factors: Motivations in Language Learning Among Malay Students in Negeri Sembilan Malaysia

Kamaruddin

Dani

Amirah³

et al. 2015

UCPA

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Research on the relationship of second language extralinguistic factors with Malay language achievement among Malay multilingual students at boarding schools in Malaysia is still deficient. Being aware of this fact, the researchers have conducted a study on dominant second language extralinguistic factors in learning a second language. The researchers are interested in studying motivation as one of the main factors in extralinguistic. As a continuation of these efforts, the researchers tried to find the relationship between academic achievement in Malay language by the students and the second language extralinguistic factors. This study uses Dunn & Dunn Learning Styles, and the Attitude Motivation Test Battery (AMTB) questionnaire created by Gardner. Theory-based questions are constructed in forms of questionnaire and responses are analyzed. The results indicate that there is a relation between language extra-linguistics factors with the bilingual Malay students' achievement in Malay language. This is further ascertained when the research questions are proved right. The results from the field survey and observation study showed that Malay students from Sekolah Berasrama Penuh Integrasi Jempol, Batu Kikir (SBPIJ) choose attitude toward second language speaker identity as the dominant motivation variable, the same as well to Malay students from Sekolah Menengah Sains Tuanku Jaafar, Kuala Pilah (STJ). Emotion produces the main part in motivation.Keywords: extralinguistic, utterance, second language, motivation and emotion According to The Free Dictionary (2010), the word "extralinguistic" means collective knowledge that is needed to comprehend an utterance and pronunciation. Extralinguistic is the situation beyond the bound of the linguistics, however, it is a free pattern that can exist in any fields of study and the field of language studies, extralinguistic elements are considered because the elements give information about motivation, emotion, behaviour, personality, and so on that are proven helping a student grasp the certain language. In this study, the researchers connected all four ancillaries and extralinguistic in language learning which are essential in order to indicate the perfection of other languages' acceptance besides the mother tongue. Factors of ExtralinguisticThe literature reviews about extralinguistic in Malaysia was pioneered by Noor Aina Dani (2008) mentioned the factors of extralinguistic exist together with the second language, and it could act as language catalyst and vice versa. The factors of extralinguistic are related to the learning processes whether language learning, science, or mathematics. Noor Aina Dani (1997) based on her study about the extralinguistic elements in language learning toward 109 respondents stated that language exposure and behaviour were two elements of the factors of extralinguistic for the students in the study. Malay language exposure was acquired through the contracts with print media, electronic media, and social interaction. Behaviour was related to the ...

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The role of extra-linguistic factors in receptive bilingualism: Evidence from Danish and Swedish pre-schoolers

Cited by 49 publications

References 12 publications

Multilayered regionalization in Northern Europe

Multilayered regionalization in Northern Europe

Receptive multilingualism in Turkish-Turkmen academic counseling sessions

Extralinguistics Factors: Motivations in Language Learning Among Malay Students in Negeri Sembilan Malaysia

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