Cross-linguistic effects in the use of suggestion formulas by L2 Turkish learners
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Yasemin Bayyurt
Abstract
This study investigates the use of suggestions in second language (L2) Turkish produced by first language English speakers. The data were collected via a discourse completion task and essays in the form of a letter to a friend. Participants were 15 advanced L2 Turkish learners and 30 native Turkish speakers. The findings show that suggestions made by L2 participants in both tasks differed considerably from the way these were used by native speakers in terms of sensitivity to social context: the L2 learners were found to be less sensitive to social context than native speakers. Native-nonnative differences in the choice and use of suggestion strategies indicate a particular difficulty associated with the acquisition of speech acts even for high-proficiency learners.
Abstract
This study investigates the use of suggestions in second language (L2) Turkish produced by first language English speakers. The data were collected via a discourse completion task and essays in the form of a letter to a friend. Participants were 15 advanced L2 Turkish learners and 30 native Turkish speakers. The findings show that suggestions made by L2 participants in both tasks differed considerably from the way these were used by native speakers in terms of sensitivity to social context: the L2 learners were found to be less sensitive to social context than native speakers. Native-nonnative differences in the choice and use of suggestion strategies indicate a particular difficulty associated with the acquisition of speech acts even for high-proficiency learners.
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
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PART I. The acquisition of L2 phonology
- Acquisition of L2 Turkish prosody 19
- Decreasing dependence on orthography in phonological development 49
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PART II. The acquisition of L2 morpho-syntax
- The acquisition of TAM markers in L2 Turkish 75
- The causative/inchoative morphology in L2 Turkish under the Feature Reassembly Approach 107
- Someone judges every sentence 135
- Syntax/semantics/pragmatics of yes/no question in second language Turkish 165
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PART III. The acquisition of L2 discourse/pragmatics
- Cross-linguistic effects in the use of suggestion formulas by L2 Turkish learners 195
- Explicit apologies in L2 Turkish 221
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PART IV. The processing of L2 morpho-syntax
- Processing morphology in L2 Turkish 251
- Non-native syntactic processing of Case and Agreement 281
- Structural priming in L2 Turkish 313
- Conclusion 333
- Index 347
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
-
PART I. The acquisition of L2 phonology
- Acquisition of L2 Turkish prosody 19
- Decreasing dependence on orthography in phonological development 49
-
PART II. The acquisition of L2 morpho-syntax
- The acquisition of TAM markers in L2 Turkish 75
- The causative/inchoative morphology in L2 Turkish under the Feature Reassembly Approach 107
- Someone judges every sentence 135
- Syntax/semantics/pragmatics of yes/no question in second language Turkish 165
-
PART III. The acquisition of L2 discourse/pragmatics
- Cross-linguistic effects in the use of suggestion formulas by L2 Turkish learners 195
- Explicit apologies in L2 Turkish 221
-
PART IV. The processing of L2 morpho-syntax
- Processing morphology in L2 Turkish 251
- Non-native syntactic processing of Case and Agreement 281
- Structural priming in L2 Turkish 313
- Conclusion 333
- Index 347
