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DOCUMENT RESUME FL 022 351 ED 373 551 Davies, Alan, Ed.; Parkinson, Brian, Ed. AUTHOR Edinburgh Working Papers in Applied Linguistics. TITLE Number 5. Edinburgh Univ. (Scotland). INSTITUTION REPORT NO ISSN-0959-2253 PUB DATE 94 134p.; For individual papers, see FL 022 352-359. For NOTE earlier volume, see ED 360 833. Edinburgh Working Papers in Applied Linguistics, AVAILABLE FROM Institute for Applied Language Studies, 21 Hill Place, Edinburgh EH8 9DP, Scotland, United Kingdom (Individual: surface mail, 5.50 British pounds and air mail 7.50 British pounds; Institutional: surface mail 6.50 British pounds and air mail, 8.50 British pounds). Serials (022) Collected Works PUB TYPE Edinburgh Working Papers in Applied Linguistics; n5 JOURNAL CIT 1994 MF01/PC06 Plus Postage. EDRS PRICE *Applied Linguistics; Discourse Analysis; Elementary DESCRIPTORS Secondary Education; Foreign Countries; Higher Education; Language Proficiency; *Language Research; *Language Tests; *Phonology; Pronunciation; *Second Language Instruction; Vocabulary Development University of Edinburgh (Scotland) IDENTIFIERS ABSTRACT The eight papers in this volume, prepared by staff and students of the Institute for Applied Language Studies of Edinburgh University, address a variety of issues in applied (1) "A Coding System for Analyzing a linguistics. The papers include: "L2 Perceptual Acquisition: The Spoken Database" (Joan Cutting); (2) Effect of Multilingual Linguistic Experience on the Perception of a (3) "Peer Observation and 'Less Novel' Contrast" (Kayoko Enomoto); Post-Lesson Discussion" (Sheena Davies and Brian Parkinson); "Are (4) Score Comparisons Across LP Batteries Justified?: An IELTS-TOEFL "The University of Comparability Study" (Ardeshir Geranpayeh); (5) Edinburgh Test of English at natriculation: Validation Report" (Tony (6) "Some Aspects of 'Foreignness' in the Pronunciation of Lynch); Upper Intermediate Students of Spanish" (Carmen Santos Maldonado); (8) "Measuring (7) "Interpreting Metonymy" (Anne Pankhurst); avid Synonymy as an Intra-Linguistic and Cross-Linguistic Sense Relation" (Matutin Sikogukira). Each paper is followed by a reference list. (MDM) can be made Reproductions supplied by EDRS are the best that from the original document. *********************************************************************** Y. EDINBURGH WORKING PAPERS IN APPLIED LINGUISTICS Lai I DEPARTMENT Of EDUCATION U OfIrce of Educahonat Research and Improvement "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) li hiS document Ms bean reproduced as 'stewed from the OeraOn Or CogamLation ortgmanng .1 klmor changes have been made fOrMplOve reproduCtfon oualdy opmions Staled m Mrs doCu- Points of vew tv; cdfiCial ment do not necessarily rPrSent OE RI O011110r1 or dolCY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Number 5 1994 0 BEST COPY AVAILABLE -J 2 c PAPERS EDINBURGH WORKING IN APPLIED LINGUISTICS Number 5 1994 (ISSN (1959-2253) Applied Linguistics Published jointly by the Department of Studies and the Institute for Applied language University of Edinburgh Scotland Alan Das ies Editors. Brian Parkinson Subscription information of linguistics (IMPALA is published in the third term Edinburgh Working Papers in Applied Details of subscription rates and journal iApril-June) the University of Edinburgh year this issue exchange arrangements are at the end of Copyright tits volume. who are free to submit their Copyright rests with the authors of the papers in published here or in a revised version work for publication elsewhere. either as 3 ti Contents A CODING SYSTEM FOR ANALYSING A SPOKEN DATABASE Joan Cutting 1 LJ. PERCEPTUAL ACQUISITION: THE EFFECT OF MULTILINGUAL L NGUISTIC EXPERIENCE ON THE PERCEPTION OF A "LESS NOVEL" CONTRAST kayok,o Enornoto 15 PEER OBSERVATION AND POST-LESSON DISCUSSION Sheena Da% ics and Brian Parkinson 30 ARE SCORE COMPARISONS ACROSS LP BATTERIES JUSTIFIED?: AN IELTS-TOEFL COMPARABILITY STUDY Ardeshir Gcranpa eh 50 THE UNIVERSITY OF EDINBURGH TEST OF ENGLISH AT MATRICULATION: VALIDATION REPORT I ony Lynch 66 SOME ASPECTS OF 'FOREIGNNESS' IN THE PRONUNCIATION OF UPPER INTERMEDIATE STUDENTS OF SPANISH Carmen Santos Maldonado 78 INTERPRETING METONYMY Anne Pankhurst 98 MEASURING SYNONYMY' AS AN INTRA-LINGUISTIC AND CROSS-LINGUISTIC SENSE RELATION Matutin Sikogukira 109 4 Preface variety of research in provide a good indication of the The eight papers in EWPAL 5 The Edinburgh. undertaken in the University of applied linguistics currently being stylistics, papers). language proficiency testing (two include: issues addressed phonological and pronunciation observation, classroom discourse, vocabulary, written by current research Six of the papers have been acquisition (one paper each). students are Since, however, several of these research students, two by staff of IALS. in the Department the three IALS authors all teach also involved in IALS teaching and categorical an is happily unnecessary to make so (and two are former students), it F.% PAL 5 represents is To put this another way, what institutional distinction. together of the up to achieve, a bringing exactly what the publication was set research. Department and the Institute by sharing EWPAL 5: for reviewing the submissions to \could like to thank the following Martin Gill. Eric I Esther Dahorn. Ardeshir Geranpayeh, Cathy Benson, Joan Cutting, Keith Mitchell. Elni Tony Lynch. Joan Maclean, Glendinning, Phillip Goertzcn. Some. Rodger, Sonia S'hiri, Antonella Rigas, Dan Robertson, Liam Since I was editorial responsibility fur this issue. Brian Parkinson and I have shared of EWPAI. 4. Brian took the latter stage of the production away from Edin!,urgh at like to acknowledge my debt to for that issue and I would here on most responsibility of the must also express the thanks last year. him for taking on so much I language Studies for the Institute for Applied Department of Applied Linguistics to While the desk-top publishing and distribution. taking on once again the tasks of continues the costs of printing, the Institute Department does make a contribution to stated. the total cost. That needs to be to pay a larger share of speedily and efficiently of IAI.S who has once again Thanks are due to Elaine Bell and to Ray Harris from contributors' fing versions: produced the camera-ready text University fir producing the Reprographics Department of the and colleagues of the published version of EWPAI. 5. Alan Davies May 1994 5 A SPOKEN TEXT DATABASE A CODING SYSTEM FOR ANALYSING Joan Cutting (DAL) Abstract analyse to devised system coding a describes paper This Linguistics MSc students at conversations of 1991-92 Applied lexical and grammatical Edinburgh University. It gives details of the itself and outlines the code for the tags that are applied to the text knowledge area. macro- analysis of each discourse unit's assumed problem.i encountered in the function, speech act, and move The and explained. and implementation of this system ore disclosed solutions are offered. Introduction 1. and sociolinguistics of fields the studies, in several been have There friends of strangers and that of psycholinguistics. that compare the language would appear that there is no longitudinal (Tanner 1989; Duck 19911. However, it interactions of speakers from the moment linguistic study that follows through the friends or associates, in order to discover that they first meet until they become time. exactly how their language develops over casual conversations of MSc students from 1 am making a developmental study of Applied Linguistics course, aiming to find the 1991-92 Edinburgh University they form a discourse community. The exactly how their language changes as code becomes increasingly hoped to explain how the in-group's analysis is inaccessible to an outsider to this MSc group, restricted (Bernstein 1971) and thus predicting language changes during discourse to provide a model for and model: the categories have been devised community formation. It is not an a priori dialogues with an ethnomethodological eye as a result of examining the of the implicit language that evoles in this In order that the pragmatic analysis 1979; Kreckel 1981) can be both qualitative closed network academic group (Levy coding system. The system contains and quantitative, 1 have devised a detailed that depend on the context of the MSc certain lexical and grammatical features (Halliday special terms and names, general words course for their full meaning I call these substitution and ellipsis. and Ilasan 1976) and exophoric reference, Gumperz's term for linguistic features implicit 'contextualisation cues', to use contextual presuppositions' (1982.71). features that contribute to the 'signalling of becomes closer knit, united by the hypothesise that over time, as the group 1 there will be an increase in implicit common experience of the MSc course, contextualisation cues. lYiN 0959-2251 number II 119941 EDINRI'RGII WORKING PAPERS IN APPLIF:1) LINGUISTICS, 6 The coding system also contains functional categories, since the linguistic features must be seen in the context of when, how and why they are used, so that a statement may be made about group dynamics. Thus I analyse each discourse unit in terms of perlocutionary function, implicature and speech act, as well as the knowledge area assumed. This paper describes each category of n.y coding system. It discusses the difficulties involved in making the system work and adapting the categories to meet the needs of natural language. 2. The Overall ;llethodoloev. 2.1 Hypotheses I hypothesise that as shared knowledge grows. the textual density of implicit contextualisation cues increases and that the language of in-group members has more cues than that of strangers. I hypothesise that course-related topics will he more impenetrable than non-course-related topics to an outsider to the course; that course-related topics will become more frequent than non-course-related topics and that this will cause the conversations to hale larger impenetrable sections because of both the assumed knowledge area and the density of implicit contextualisation cues . My hypothesis about the pattern of development of the implicit contextualisation cues is that after the beginning of the MSc course, there will be a peak of special terms (eg: 'X-bar'), proper names (eg: 'Chomsky.), demonstrative and comparative reference (eg: 'this'. 'more.), combined with a drop in explicit endophoric noun phrases with post-head dependents leg: 'that we did'. 'in class.). As the course progresses, special terms and names will level off and there will be an increase third person personals in 'she'), (eg: indefinite pronouns (eg: 'anybody.), exophoric substitution (eg: 'the one') and ellip:Is, and superordinates leg: 'hook'), and general nouns and verbs leg: 'thingy...do) This overall trend will he affected by events such as portfolio dates and project deadlines, which lead to conversations laden with technical terms and proper names. predict that certain informal aspects of the language will increase as members become more familiar with each other: sociocentric fillers such as 'you know' and 'I mean', slang and expletives, and senterces with no initial subject or auxiliary and unfinished sentences. I take into account two secondary but essential factors cohesion and function. A consideration of cohesion should that as the language becomes reveal more exophoric, general and bald, as explicitness 1, no longer necessary, the risk of breakdowns and requests for clarification increase, especially in course-related topics, because speakers wrongly assume that all the relevant common knowledge is in their hearer's mind. The analysis of the function of utterances containing cues should show that the use of implicit contextualisation cues is a generally expected unmarked means of claiming in-group membership (Levinson 1978; Tannen 1989). 1 hypothesise that, 7 social exchanges, there will be an increase in in both transactional and interactional maxims. I shared knowledge as they flout quality the students' manipulation of that are demonstrations of 'in-the-same- predict, too, an increase in speech acts positive dissatisfaction with self or situation, or boatness', such as expressions of evaluation of the interlocutor. Method of data collection 2.2 MSc student total of 4 hours 40 minutes) of 1 openly made 15 tape-recordings (a from 4 the Applied Linguistics department conversations in the common room of periods of time: recorded once a xxeek over three October 1991 until 12 May 1992. I (29 in total) were and third term. Toe conversations the first half of the first, second of recording so as I kept at a distance at the moment spontaneous and unguided. and in common t,nd speakers of English wh had options not to he included. Six native tOui \keeks into the room consistently were. tended to sit together in the common of all the assumption that they were representatise course, selected for analysis, on the recordings the course Once I had transcribed name speakers of English on which did not dialogues or long sections of dialogue. (26,000 words), I disregarded speakers. contain at least two of the six chosen Method of data analysis 2.3 knowledge area and the text (3.500) in terms of I analysed all discourse units of vi (Field seven) lexically and grammatically. function. in six fields. I also tagged the text of the coding system Figure One: Fields and tags Functional Fields: numbers Dialogue and discourse unit I Knowledge area 2) Macro-function 3) Move and topic 4) Speech act St Speakers 6) 11.:CALFELLaLliii141/iSaCJ.45 verbs Lexical : 7) nouns Grammatical:articles pronouns and adjectixes substitution and ellipsis dependents number, dialogue number and discourse unit The six functional fields were the speech act, and speakers 01 the text tags. knowledge area, move and topic, and the and nouns, tagged with number s, lexical ones were mainly verbs ellipsis, and adjectives, substitution and grammatical ones were articles, pronouns and dependents tagged with letters'symbols and text categorisation of these functional I,:bels Let us now examine the individual database The numbers this paper are taken from my tags All examples quoted in 3 8 beside examples quoted here are from Field one dialogue and discourse unit. The first two digits indicate the dialogue number, the other three indicate discourse unit number The letters are from Field six the speakers AM, BM, CM, DM were the men selected for study in this research, and AF, BF the women 3. 3.1 The discourse unit labels 3.1.1 Field one: dialogue and discourse unit. My criteria for deciding what constituted a discourse unit were as follows: that a unit can end where a grammatical sentence ends, regardless of whether this is th end of a turn or move: that a unit always ends where there is falling intonation combined with a pause longer than 0.5 seconds, even though it happens in the middle of a sentence; and that each discourse unit constitutes a speech act. Any utterance occurring simultaneously, unless it is unintelligible, is considered a unit. 3.1.2 Field two: knowledge area I divided assumed common knowledge into four areas, in order to distinguish non- courFe-related topics (areas 1, 2 and 3) from course-related topics (area 4). I added the symbol P if felt I there was shared, privileged or interpersonal knowledge in any of the four knowledge areas. Figure Two: Knowledge areas The world, Edinburgh I 2 Linguistics, language teaching and learning 3 Edinburgh University, Department of Applied Linguistics, Institute for Applied Language Studies, 4 The 91-92 MSc course in Applied Linguistics of Edinburgh university (P Privileged or shared knowledge in any of the above four areas) When I was assigning discourse units to the four knowledge areas, I began to feel that I only needed two categories: course-related and non-course-related. However. since some topics were more course-related than others and some were course- related topics but also related to the 'real world' outside. 1 maintained the original four areas. Because it was hard to say where one knowledge area ended and another began, at the discourse unit level, a knowledge area was established for the duration of a whole topic, wherever possible. 3.1.3 Field three: macro-function Discourse units were next labelled T for the transactional function or S for the social, the interactional. I did not predict an increase or decrease in either over time: I wanted to examine the grammatical and lexical tags within the two 9 4 for a whole topic, rather function was established functions. Again, the overall discourse unit level. than on an individual Figure Three: Macro-functions Transactional, instrumental T Interactional, S two) maxims in either of the above Flouting of quality and clarity (I' instrumental such as. functional category, the T was the purely transactional and sweet corn one please?' BM 'Could you get me a tuna e.g. 01054 AM 'Me as well.' 01055 for transmitting information needed him to do something, or learning specifically such as an immediate task something.' is use a che- master card or CM 'The best thing to do c g. -06011 'I don't have a master card.' NF 06012 the social expressise exchange, tagged with S for the All other units were speakers were testing the phatic. In many: cases, the interactional category. and the feelings: normality of their situation or (1)' moderately efficient CM 'But 1 ,uppose you're e.g. -15020 outline.' CM 'But I'm not near an 15021 reading.' DM 'Oh God no I'm on my 15022 inlinmation and they had the same reassuring themselves that In others, they were to it: checking each other's attitude right!' CM 'Five's a had mark e g. -08063 we're line.' AM 'I think we get live 08064 I want CM 'It's the other mark 08065 phalli: phatic Even the purely instrumental to the purely There is a cline from the interaction that, on the information exchange. Sometimes an could have a tinge of social exchange. exchange could he fundamentally a surface, was an information speaker was playing with label F to indicate that the In the same field, I added a by exaggeration, irony, flouting cooperative maxims truth and/or the language, mixing registers to amuse etc. in mock seriousness, or banter; playing with clichés marker of in-groupness that humorous exchanges were a I wanted to test whether increased over time: give change!' BM 'They're sort of we 04080 e.g bus you get change then DM 'If you can get on the 04081 'Ah right // that's good BF 04081 DM '// Yeah.' 04083 and get on.' your leg as you try 'If you don't mind breaking AF 04084 5 10