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![Why is it intresting to find out about
registers from a linguistic perspective?
A university education requires the ability to read and
understand academic prose, a variety that is extremely
different from face-to-face conversation. Further, students
must learn how to produce written texts from many […] One
of the main goals of a university education is to learn the
specialized register of a particular profession, whether
electrical engineering, chemistry, sociology, finance, or
English education. Success requires learning the particular
language patterns that are expected for particular
situations and communicative purposes.
Biber & Conrad (2009:3)](https://image.slidesharecdn.com/jaume1-150505030103-conversion-gate01/85/A-contrastive-analysis-of-native-and-non-native-speaker-interviews-19-320.jpg)
Uploaded byPascual Pérez-Paredes
A contrastive analysis of native and non-native speaker interviews
The document presents a contrastive analysis of spoken English, focusing on differences between native and non-native speaker interviews, highlighting the need for empirical data rather than speculation in linguistics. It outlines research methods, including interviews and analysis of learner language, emphasizing the distinct language patterns expected in academic and conversational registers. The findings suggest that non-native speakers approach the oral proficiency interview register differently than native speakers, often requiring more words and differing in their use of language features.
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A contrastive analysis of native and non-native speaker interviews
- 1. The structure ofspoken English: A contrastive analysis of native and non-native speaker interviews. Pascual Pérez-Paredes D. Filología Inglesa, U. Murcia www.perezparedes.es
- 2. There has beena distinct shortage of information and evidence available to linguists, and this gives rise to a particular balance between speculation and fact in the way in which we talk about our subject. In linguistics up till now we have been relying very heavily on speculation. This is not a criticism; it is a fact of life. John Sinclair (2004:9)
- 3. Follow this presentationon www.perezparedes.es
- 4. The structure ofspoken English: A contrastive analysis of native and non-native speaker interviews. Discuss: pair/group work
- 5. 1. The OralProficiency Interview 2. Research methodology 3. Learner language 4. Native language 5. Moving from here The structure of spoken English: A contrastive analysis of native and non-native speaker interviews.
- 6. How to tellthe difference between two different registers? Preliminary question
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- 9. What do youexpect from these different registers in terms of language characteristics?
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- 12. What do weknow about spoken interaction/conversation?
- 13. What do weknow about conversation? • Shared context: ellipsis, pro-forms,deictics, • High frequency of pronouns • High frequency of “inserts” • Avoidance of elaboration: low density of lexical words • Shorter phrases • Higher frequency of verbs and adverbs • Avoidance of specification of meaning • Interactivennes: co-constructed text (negation, q. Tags, vocatives, attention signalling) • Expression of stance • Real time production¡: add-on strategy
- 14. Pictures used ascues and prompters 1. The OPI
- 18. Why is itinteresting to find out about registers from a linguistic perspective? 1. The OPI
- 19. Why is itintresting to find out about registers from a linguistic perspective? A university education requires the ability to read and understand academic prose, a variety that is extremely different from face-to-face conversation. Further, students must learn how to produce written texts from many […] One of the main goals of a university education is to learn the specialized register of a particular profession, whether electrical engineering, chemistry, sociology, finance, or English education. Success requires learning the particular language patterns that are expected for particular situations and communicative purposes. Biber & Conrad (2009:3)
- 20. What kind oflanguage do you expect to find after this prompt? 1. The OPI
- 22. Can we expectdifferences in the NS & learner, NNS groups? 1. The OPI
- 23. Can we expectdifferences in the NS & learner, NNS groups? 1. The OPI Pérez-Paredes, P., & Sánchez Tornel, M. (2015). A multidimensional analysis of learner language during story reconstruction in interviews. In M. Callies & S. Götz (Eds.), Learner Corpora in Language Testing and Assessment. Amsterdam: John Benjamins.
- 24. Based on evidence,not on opinion or speculation Evidence=data Data=language corpora Corpus linguistics 2. Research methodology
- 25. 2. Research methodology: subjects •LOCNEC • British component of CAOS-E • 78 INTERVIEWS Native speaker language • Spanish learners • LINDSEI-ES • 50 INTERVIEWS Learner language
- 26. 2. Research methodology:OPI • Set topic1 • Free discussion2 • Picture description3
- 27. 2. Research methodology:data • Transcription1 • Mark-up2 • POS tagged3 • Multidimensional analysis4
- 28. 2. Research methodology:data Distribution of co-ocurring features Word categories Syntactic constructions Vocabulary
- 29. 2. Research methodology:data • How interactive?D1 • How narrative?D2 • How explicit?D3 • How persuasive?D4 • How abstract?D5
- 30. • How interactive? •Private verbs • That-deletion • Contractions • Present tense verbs • 2nd person pronouns • Do as pro-werb • Deictics
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- 33. 43.4 • How “interactive”are LINDSEI ES speakers?
- 34. 3. Learner language •Verbs • Non-past tense verbs • Pronouns • Nouns • 3rd person pronouns • Clausal coordination • Concrete nouns • 2nd person pronouns • Animate nouns
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- 38. 24.6 • How “interactive”are NS speakers?
- 39. 4. NS language •Verbs • Pronouns • Nouns • Non-past tenses • 3rd person pronouns • Prepositions • Adverbs • Mental verbs • Adjectives • It pronouns • 1st person pronouns • Existential verbs • Activity verbs • 2nd person pronouns • Concrete nouns • Inifinitives
- 40. 3. Learner language •Verbs • Non-past tense verbs • Pronouns • Nouns • 3rd person pronouns • Clausal coordination • Concrete nouns • 2nd person pronouns • Animate nouns
- 41. 5. Discussion • LINDSEIES & NS approach the OPI register in different ways • NNS need more words • When NNS fewer words (Polish), D1 scores resemble NS • NNS rely more on lexical verbs to express stance • NNS: opinion task / NS: factual picture description • It + existential verbs
- 42. Can we expectdifferences in the NS & learner, NNS groups? 1. The OPI YES Other NNS SLA Other OPIs
- 43. References • Aguado, P.,Pérez-Paredes, P. & Sánchez, P. 2012. Exploring the use of multidimensional analysis of learner language to promote register awareness. System 40(1): 90–103. • Biber, D. 1988. Variation across Speech and Writing. Cambridge: CUP. • Gilquin, G., De Cock, S., Granger, S. 2010. The Louvain International Database of Spoken English Interlanguage. Handbook and CD-ROM. Louvain-la-Neuve: Presses Universitaires de Louvain. • Pérez-Paredes, P., & Sánchez Tornel, M. (2015). A multidimensional analysis of learner language during story reconstruction in interviews. In M. Callies & S. Götz (Eds.), Learner Corpora in Language Testing and Assessment. Amsterdam: John Benjamins.
- 44. Thanks for yourattention Pascual Pérez-Paredes D. Filología Inglesa, U. Murcia www.perezparedes.es