This study investigated how native language background influences the intelligibility of speech by non-native talkers for non-native listeners from either the same or a different native language background as the talker. Native talkers of Chinese (n = 2), Korean (n = 2), and English (n = 1) were recorded reading simple English sentences. Native listeners of English (n = 21), Chinese (n = 21), K...

In the field of Second Language Acquisition (SLA), the role of transfer has been theorized and studied to account for the influence of the native language on an interlanguage. However, stemming from behaviorist mentality, the concept of transfer has become widely associated with the direct transfer of habits and fails to take into consideration other cross-linguistic influences (CLI) that shape...

A sizeable body of research into instructed pragmatics roots from the noticing hypothesis: comparing im- plicit and explicit instruction. It is only recently that other theories, including the output hypothesis, have been researched as possible explanations of interlanguage pragmatic development. Pursuing the same line of research, the present study addressed the impact of collaborative o...

The necessity and importance of teaching pragmatics has come to light by many researchers (e.g. Rose & Kasper, 2001). Due to the consensus over the need to teach pragmatic competence, the main issue now centers on the question of how we should teach this competence in the most effective way. Consistent with this line of research, the present study aimed to investigate the effectiveness of deduc...

Pragmatically related abilities were studied in three clinical groups of children from 5 to 11 years of age; children with cerebral palsy (CP; n=10), children with spina bifida and hydrocephalus (SBH; n=10) and children with pragmatic language impairment (PLI; n=10), in order to explore pragmatic abilities within each group. A range of pragmatic, linguistic and cognitive assessments were perfor...

This paper outlines current cognitive perspectives on second language acquisition (SLA). The Associative-Cognitive CREED holds that SLA is governed by the same principles of associative and cognitive learning that underpin the rest of human knowledge. The major principles of the framework are that SLA is Construction-based, Rational, Exemplar-driven, Emergent, and Dialectic. Language learning i...

The study aimed to investigate the development of learners’ interlanguage. It also tried track sources errors that they committed. To discover these errors, researchers adopted a mixed methods approach. findings revealed participants involved actively in learning target language and their endeavors manifested all types which may indicate some are systematic universal. were classified according ...

Automatically extracted data is rarely “clean” with respect to pragmatic (real-world) constraints—which thus hinders applications that depend on quality data. We proffer a solution to detecting pragmatic constraint violations that works via a declarative and semantically enabled constraint-violation checker. In conjunction with an ensemble of automated information extractors, the implemented pr...