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L1 vs L2 spoken modality use – results of a study

100%
Jaroszek M.
Studia Linguistica Universitatis Iagellonicae Cracoviensis
|
2015
|
vol. 130
|
issue 4
PL
The article discusses the results of a study of how modality, as an aspect of spoken discourse competence in thirteen selected advanced students of English, was realised when Polish is the mother tongue and English the foreign language. Since the subjects demonstrated high levels of language proficiency, a portrait of an advanced learner of English is described in the first section of the article. Section 2 of the article presents the research questions and data collection procedures. The results of the study are interpreted in Section 3, in which an attempt is made to investigate possible correlations between L1 and L2 modality use with reference to deontic and epistemic modality, in a quantitative and qualitative form.
2
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The development of conjunction use in advanced L2 speech

100%
Jaroszek M.
Studies in Second Language Learning and Teaching
|
2011
|
vol. 1
|
issue 4
533-553
EN
The article discusses the results of a longitudinal study of how the use of conjunctions, as an aspect of spoken discourse competence of 13 selected advanced students of English, developed throughout their 3-year English as a foreign language (EFL) tertiary education. The analysis was carried out in relation to a number of variables, including 2 reference levels, one representing English native discourse and the other observed in teacher talk in actual EFL classes, language type exposure, as registered by the participants of the study on a weekly basis, and teaching procedures. The study investigated possible factors determining the development of 3 aspects of conjunction use: (a) formal conjunctions, (b) specific conjunctions, that is, those conjunctions that are both characteristic of natural English discourse and are underrepresented in L2 discourse, and (c) conjunction diversity. The results point to a restricting effect of teacher talk on the development of specific conjunction use and conjunction diversity. These 2 aspects of conjunction use enjoyed only a slight rise, approaching the teacher reference level. On the other hand, formal conjunctions use did increase radically throughout the study, exceeding the native reference level. In this case teacher talk played a reinforcing role at most. As indicated in a correlational analysis, although there was a clear tendency of the participants’ development of conjunction use towards the native reference level, exposure to authentic English may not have been facilitative of the development of this discourse aspect. An interesting observation was made with reference to the effect of formal instruction on the development of conjunction use: Although the subjects did receive intensive training in conjunction use in the 1st semester of their EFL course, it was not until the 2nd year that their levels of formal conjunction use in spoken output increased. This suggests that formal instruction may have no immediate effect on the development of spoken discourse competence.
3
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L1 vs L2 spoken modality use: Theoretical considerations – part 2

100%
Jaroszek M.
Studia Linguistica Universitatis Iagellonicae Cracoviensis
|
2013
|
vol. 130
|
issue 2
PL
This article discusses the role of input in the development of discourse competence with reference to modality use, as well as the role of language transfer, which can in fact cover many aspects L2 communication, for instance, cultural codes or elements of the politeness system, including modality, in L2 learning. It indicates that just exposing the learner to linguistic input may not enable them to fully comprehend the pragmalinguistic intricacies of authentic communication. It also suggests pragmalinguisticly intricate features of communication may fail to be taken in even by the advanced foreign language learner, since they may not meet the relevance requirement of the input provided.
4
Publication available in full text mode
Content available

L1 vs L2 spoken modality use: Theoretical considerations – part 1

100%
Jaroszek M.
Studia Linguistica Universitatis Iagellonicae Cracoviensis
|
2015
|
vol. 130
|
issue 1
PL
This article discusses the place of modality as a pragmalinguistic phenomenon in communication and the implications of such an investigation for contrastive discourse analysis. It proposes an alternative three-dimensional model of modality, the construction of which is possible through the addition of the affective load of an utterance as a separate variable related to speech modalisation and the assumption that dynamic modality is, in fact, correlated with deontic modality, at least on a prepositional level. The article also discusses the problems when contrastively analysing modality realisation. It highlights that the large number of cross-cultural nuances found in modal devices reflects the enormity of analytic difficulties with which a researcher is likely to be faced.
5
Publication available in full text mode
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Factors determining the development of modality in advanced l2 speech – a longitudinal study

100%
Jaroszek M.
Studia Linguistica Universitatis Iagellonicae Cracoviensis
|
2011
|
vol. 128
PL
The article discusses the results of a longitudinal study of how modality, as an aspect of spoken discourse competence of selected thirteen advanced students of English, developed throughout their three-year English as a Foreign Language tertiary education. The study investigated possible factors determining the development of three aspects of modality: (1) epistemic modality, (2) specific modality, that is those modality expressions that are both characteristic of natural English discourse or are underrepresented in L2 discourse, and (3) modality diversity. The analysis was carried out in relation to a number of variables, including two reference levels, one represented in English native discourse and the other observed in teacher talk in actual Practical English classes, language type exposure, as registered by the subjects of the study on a weekly basis.
6
Publication available in full text mode
Content available

The development of conjunction use in advanced L2 speech

100%
Jaroszek M.
Studies in Second Language Learning and Teaching
|
2011
|
vol. 1
|
issue 4
533-553
EN
The article discusses the results of a longitudinal study of how the use of conjunctions, as an aspect of spoken discourse competence of 13 selected advanced students of English, developed throughout their 3-year English as a foreign language (EFL) tertiary education. The analysis was carried out in relation to a number of variables, including 2 reference levels, one representing English native discourse and the other observed in teacher talk in actual EFL classes, language type exposure, as registered by the participants of the study on a weekly basis, and teaching procedures. The study investigated possible factors determining the development of 3 aspects of conjunction use: (a) formal conjunctions, (b) specific conjunctions, that is, those conjunctions that are both characteristic of natural English discourse and are underrepresented in L2 discourse, and (c) conjunction diversity. The results point to a restricting effect of teacher talk on the development of specific conjunction use and conjunction diversity. These 2 aspects of conjunction use enjoyed only a slight rise, approaching the teacher reference level. On the other hand, formal conjunctions use did increase radically throughout the study, exceeding the native reference level. In this case teacher talk played a reinforcing role at most. As indicated in a correlational analysis, although there was a clear tendency of the participants’ development of conjunction use towards the native reference level, exposure to authentic English may not have been facilitative of the development of this discourse aspect. An interesting observation was made with reference to the effect of formal instruction on the development of conjunction use: Although the subjects did receive intensive training in conjunction use in the 1st semester of their EFL course, it was not until the 2nd year that their levels of formal conjunction use in spoken output increased. This suggests that formal instruction may have no immediate effect on the development of spoken discourse competence.
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