Teaching First Language Speakers to Communicate across Linguistic Difference: Addressing Attitudes, Comprehension, and Strategies

Autor/inn/en	Subtirelu, Nicholas Close; Lindemann, Stephanie
Titel	Teaching First Language Speakers to Communicate across Linguistic Difference: Addressing Attitudes, Comprehension, and Strategies
Quelle	In: Applied Linguistics, 37 (2016) 6, S.765-783 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amu068
Schlagwörter	Native Language; Positive Attitudes; Communication Skills; Language Variation; Correlation; Teaching Methods; Social Psychology; Perspective Taking; Intervention; Pronunciation; English; Official Languages; Metalinguistics; Language Attitudes; Language Processing; Nonstandard Dialects; Applied Linguistics; Interpersonal Communication + Suchen Sie Ihr Suchwort? Kommunikationsstil; Sprachenvielfalt; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialpsychologie; Zukunftsperspektive; Aussprache; English language; Englisch; Office language; Amtssprache; Metalanguage; Metasprache; Sprachverhalten; Sprachverarbeitung; Linguistics; Linguistik; Angewandte Linguistik; Interpersonale Kommunikation
Abstract	While most research in applied linguistics has focused on second language (L2) speakers and their language capabilities, the success of interaction between such speakers and first language (L1) speakers also relies on the positive attitudes and communication skills of the L1 speakers. However, some research has suggested that many L1 speakers lack these things. We therefore review three possible approaches to instructing L1 speakers to improve their communication with speakers of other varieties. First, theories from social psychology, specifically contact theory and perspective-taking, have led to interventions that have improved L1 speakers' attitudes toward L2 speech. Secondly, both implicit and explicit instructions may improve L1 speakers' comprehension of unfamiliar accents, at least for brief utterances. Finally, research on English as a lingua franca has suggested a number of successful communicative strategies that we recommend investigating for their possible efficacy for L1 speaker use and ultimately for L1-speaker training. We propose an agenda for future research ultimately bridging these three areas to create comprehensive pedagogies for improving L1 speakers' performance in communication across linguistic difference. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01