Elastic "I Think": Stretching over L1 and L2

Autor/inn/en	Zhang, Grace Q.; Sabet, Peyman G. P.
Titel	Elastic "I Think": Stretching over L1 and L2
Quelle	In: Applied Linguistics, 37 (2016) 3, S.334-353 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amu020
Schlagwörter	Second Language Learning; Applied Linguistics; Native Language; North American English; Chinese; Indo European Languages; Cultural Differences; Language Patterns; Contrastive Linguistics; Preferences; Metalinguistics + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Linguistics; Linguistik; Angewandte Linguistik; Amerikanisches Englisch; China; Chinesen; Indoeuropäisch; Kultureller Unterschied; Sprachmodell; Sprachstruktur; Kontrastive Linguistik; Metalanguage; Metasprache
Abstract	While there has been insightful research on the commonly used expression "I think" (IT), this study introduces a non-conventional and innovative conception of elasticity (Zhang 2011), bringing together several properties of IT. Drawn on large-scale naturally occurring classroom data with a rare combination of linguistically and culturally contrasting groups of L1 (American English) and L2 (Chinese- and Persian-speaking learners of English), this study shows that the elasticity of IT is manifested through three stretchable, non-discrete, and fluid continua: frequency, position, and cluster. The patterns show that L1 and L2 speakers stretch IT to variable degrees and stop at variable points along the three continua. A striking finding is that L1 speakers are speaker-oriented and assertive, the Persians are listener-centred and less authoritative, and the Chinese tend to take the middle-ground position. The findings imply that some discrepancies between L1 and L2 should not necessarily be labelled as overuse or underuse: they may simply be different focuses and preferences. The awareness of linguistic elasticity is crucial to communicative success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01