語用論(Pragmatics)を考える

List of Figures List of Tables Foreword Introduction Robin P. Fawcett, M.A.K. Halliday, Sydney M. Lamb and Adam Makkai 1 Language as Code and Language as Behaviour: A Systemic-Functional Interpretation of the Nature and Ontogenesis of Dialogue M.A.K. Halliday 2 Metaphors of Information John Regan 3 How Universal is a Localist Hypothesis? A Linguistic Contribution to the Study of 'Semantic Styles' of Language Yoshihiko Ikegami 4 Some Speculations on Language Contact in a Wider Setting Jeffrey Ellis 5 Ways of Saying: Ways of Meaning Ruqaiya Hasan Index

Language as social semiotic

中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

自然界和人类社会中存在着大量的中间状态，人类的语言也是如此。大多数人在出生后首先习得和掌握的是他的母语（mother tongue），在以后的人生中，会有机会学习第二语言（secongd language）或目的语（target language）。所谓中介语是指第二语言学习者建构起来的介于母语和目的语之间的过渡性语言，它处于不断的发展变化过程中，并逐渐向目的语靠近。

中介语（interlanguage）初探

Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index

第二语言习得研究 = The study of second language acquisition

This article critically scrutinizes a number of issues involved in the definition and operationalization of complexity, accuracy, and fluency (CAF) constructs. It argues for maintaining clearer distinctions between CAF, on the one hand, and notions such as linguistic development and communicative adequacy, on the other. Adequacy, in particular, should be considered both as a separate performance dimension and as a way of interpreting CAF measures.

/pdf/caf-defining-refining-and-differentiating-constructs-5c9gz9uf4p.pdf

CAF: Defining, Refining and Differentiating Constructs

Although a growing number of second language acquisition (SLA) studies take linguistic complexity as a dependent variable, the term is still poorly defined and often used with different meanings, thus posing serious problems for research synthesis and knowledge accumulation. This article proposes a simple, coherent view of the construct, which is defined in a purely structural way, i.e. the complexity directly arising from the number of linguistic elements and their interrelationships. Issues of cognitive cost (difficulty) or developmental dynamics (acquisition) are explicitly excluded from this theoretical definition and its operationalization. The article discusses how the complexity of an interlanguage system can be assessed based on the limited samples with which SLA researchers usually work. For the areas of morphology, syntax and the lexicon, some measures are proposed that are coherent with the purely structural view advocated, and issues related to their operationalization are critically scrutinized.

A simple view of linguistic complexity

Although acquisition criteria are a fundamental issue for SLA research, they have not always been adequately defined or elaborated in the literature. This article critically scrutinizes one such criterion, the emergence criterion, proposing an explicit, operational definition. After discussing emergence as a theoretical construct, the article addresses several points involved in its operationalization. These points concern all stages of a research project, from data collection to data organization and analysis. A concrete example is provided, leading to the formulation of an emergence criterion for the acquisition of two grammatical structures of Italian as a second language. Issues of reliability and validity are also discussed, providing indications for future research.

/pdf/an-operational-definition-of-the-emergence-criterion-3en1z0lg07.pdf

An operational definition of the emergence criterion

La seconda lingua

Morphological complexity (MC) is a relatively new construct in second language acquisition (SLA). After critically discussing existing approaches to calculating MC in first- and second language acquisition research, this article presents a new operationalization of the construct, the Morphological Complexity Index (MCI). The MCI is applied in two case studies based on argumentative written texts produced by native and non-native speakers of Italian and English. Study 1 shows that morphological complexity varies between native and non-native speakers of Italian, and that it is significantly lower in learners with lower proficiency levels. The MCI is strongly correlated to proficiency, measured with a C-test, and also shows significant correlations with other measures of linguistic complexity, such as lexical diversity and sentence length. Quite a different picture emerges from Study 2, on advanced English learners. Here, morphological complexity remains constant across natives and non-natives, and is not significantly correlated to other text complexity measures. These results point to the fact that morphological complexity in texts is a function of speakers’ proficiency and the specific language under investigation; for some linguistic systems with a relatively simple inflectional morphology, such as English, learners will soon reach a threshold level after which inflectional diversity remains constant.

https://journals.sagepub.com/doi/pdf/10.1177/0267658316643125

Gabriele Pallotti

Papers

CAF: Defining, Refining and Differentiating Constructs

A simple view of linguistic complexity

An operational definition of the emergence criterion

La seconda lingua

Morphological Complexity in Written L2 Texts.