Modified Input (Foreigner Talk)
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This document discusses foreigner talk (FT), which is a modified style of speech that native speakers use when talking to non-native speakers. It defines FT and discusses various types of modifications made in FT, including grammatical and ungrammatical modifications, interactional modifications, and functions of FT. Grammatical FT involves simplification, regularization, and elaboration of language. Ungrammatical FT includes omissions and changes to grammar, vocabulary, and pronunciation. FT aims to facilitate communication and language learning for non-native speakers. Examples of FT in conversations are provided to illustrate modifications.
Modified Input (Foreigner Talk)
- 1. Modified Input Foreigner Talk (FT) By: Sawsan Fawzy & Rana Atef
- 2. Modified Input Definition • Definition: When NSs adjust their speech in a number of ways to suit the comprehension abilities of their addressee (Ellis, 2003, 247). • Examples of modified input registers: Speaker Addressee Register (Modified input) Caretaker Children acquiring NL Caretaker talk, baby talk, motherese NS NNS Foreigner talk (FT)
- 3. Foreigner Talk • Definition: NS talk that is modified through simplification. It shares many of the characteristics of other simplified registers such as care-taker talk and pidgins. Its main function is exchanging information. Studying FT in detail involve: • The extent to which FT is grammatical or ungrammatical • Formal modifications • Interactional modifications • Discourse structure • Functions of FT
- 4. (Ungram. FT) Ungrammatical input modifications Situations: • Down-talking; addressing workers • Giving direction to a passer-by tourist Ungram. Modifications: • Omission of function words, copula and inflections • Expansion, i.e, insertion of “you” in imperatives “You give me money” • Negation rearrangement; pre-verb negation instead of post-verb negation i.e, “No want play” • Pronunciation: insertion of additional or longer vowels, exagerated intonation • Lexis: use of names instead of pron.
- 5. Factors affecting Ungram. FT • According to Long (1983), ungrammatical foreigner talk is induced by: • Learner’s proficiency level- more likely to be low • Status of Native speaker – when NS think he is of higher status • NS has high use of language but low experience in dealing with foreigners of low proficiency • The extent where language is spontaneous- Ungrammatical FT is less likely in planned, formal discourse
- 6. (Gram. FT) Grammatical input modifications Situation: • In most classrooms Gram. FT modifications are characterized by 3 processes: • Simplification • Regularization • Elaboration
- 7. Simplification: Helpful for learners
- 8. Regularization Selection of basic explicit forms: Helpful for learners in classrooms • Fewer false starts (Ex: well) • Preference for full forms over contracted ones Ex. The 747 is a big plane. It is made by Boeing. It is an American plane • Explicit gram. markers (Ex. He asked me to go (not he asked to go) • Avoidance of idiomatic expressions and formal style Ex: using “tu” instead of “vous” • The movement of the topic to the front of the sentence-Ex. John, he is a good man • Use of general terms (Ex. Flower instead of rose or tulip)
- 9. Elaboration • The opposite of simplification in form but not in goal as it is thought to be • Both aim at clarifying and simplifying meanings Elaboration uses • Lengthened and redundant sentences (Ex. It is a big plane, called Jumbo, manufactured by Boeing which is an American company. ) • Synonyms (Ex. Funds, money) • Providing examples • Definitions • Paraphrase of lexical items to explain them (Ex. Cling= hold on tightly)
- 10. Summary of Gram. FT Processes • Simplification: Simple forms • Regularization: Basic explicit forms • Elaboration: Lengthened redundant sentences
- 11. Interactional modifications • Definition: Modifications made during interaction to avoid miscommunication • Involve discourse management and discourse repair • Discourse management: simplification of discourse to avoid communication problems • Discourse repair: repairing communication breakdown or responding to errors
- 12. Types of Interactional modifications
- 13. Discourse structure • Examining the speech of both participants • Studying how the sequences (turns) of FT are constructed • Many models were developed
- 14. An example of FT discourse models Model of meaning negotiation
- 15. FT Functions Three main functions: 1) To teach target language implicitly through conversations or explicitly in classrooms 2) Promote communication 3) Signal, implicitly or explicitly, speakers’ attitudes towards their interlocutors (other speakers). Ex. Ungram. FT can reflect a) downward divergence, lack of respect b) downward convergence, solidarity
- 16. Table 10.3 Summary of foreigner talk features Hatch (1983). SLOW RATE = clearer articulation – Final stops are released – Fewer reduced vowels – Fewer contractions – Longer pauses VOCABULARY High frequency vocabulary – Less slang - Fewer idioms- Fewer pronoun forms Definitions Overtly marked (e.g., This means X) Semantic feature information (e.g., a cathedral usually means a church, that’s a very high ceiling) Contextual information (e.g., if you go for a job in a factory, they talk about a wage scale) Gestures and pictures SYNTAX Short and simple sentences Movement of topics to front of sentence Repetition and restatement New information at the end of the sentence (Mobiles are hard to live without. This means they are important and we cannot leave them at home.) NS grammatically repeats/modifies learners’ incorrect utterances (Can does, or can do?) NS fills in the blank for learners’ incomplete utterances (A (NNS) (pointing to a picture): He is a (… ) B: tall man? DISCOURSE NS gives reply within a question – NS uses tag questions- NS offers correction
- 17. Example of FT conversation • NS gives multiple choices when the NNS does not understand. The setting is a restaurant reservations office. • (10-18) Sam: . . . How can I help you? • Watanabe: My name is Watanabe. “W” as in Wisconsin, “A” as— • S: Okay. How can I help you? • W: I want to take a table. • S: Okay, when would you like to come in? • W: We are four people. • S: All right. When would you like to come in? • W: Four people. S: Okay . . . What day of the week would you like to come in? W: Four. S: I’ll be right with you ma’am. (Puts her on hold, takes a deep breath, then returns.) Sorry about that. W: No have four? S: No, no. (Trying a new tactic.). Four people on Monday? Tuesday? Wednesday? W: Ohhh! Tuesday. S: Okay, Tuesday. Would you like to come in for lunch or dinner? W: Lunch! S: Okay! Lunch on Tuesday. What time? W: Seven P.M. S: Ma’am. That’s dinner. W: Dinner? S: Yes seven P.M. is dinner and we are fully committed for dinner on Tuesday. W: Ful-ly? S: We don’t have any tables. W: Oh, I call you back.
- 18. Example of FT • (10-2) • NNS: There has been a lot of talk lately about additives and preservatives in food. In what ways has this changed your eating habits? • NS: I try to stay away from nitrites. • NNS: Pardon me? • NS: Uh, from nitrites in uh like lunch meats and that sort of thing. I don’t eat those.
- 19. Examples of non-obvious Foreign- talk characteristics • Consider 10-1 and 10-2, which come from a survey on food and nutrition that NNSs conducted over the telephone (Gass and Varonis, 1985, p. 48): • (10-1) • NNS: How have increasing food costs changed your eating habits? • NS: Well, we don’t eat as much beef as we used to. We eat more chicken, and uh, pork, and uh, fish, things like that. • NNS: Pardon me? • NS: We don’t eat as much beef as we used to. We eat more chicken and uh, uh pork and fish . . . We don’t eat beef very often. We don’t have steak like we used to.
- 20. References Gass & Selinker. (2008). Second Language Acquisition. (3rd Ed.) NY: Routeledge Ellis, R. (1994). The study of Second Language Acquisition. Oxford, UK: oxford University Press