Nicholas Subtirelu

Frequency Effects or Context Effects in Second Language Word Learning: What Predicts Early Lexical Production?.

This study examines frequency, contextual diversity, and contextual distinctiveness effects in predicting produced versus not-produced frequent nouns and verbs by early second language (L2) learners of English. The study analyzes whether word frequency is the strongest predictor of early L2 word production independent of contextual diversity and distinctiveness and whether differences exist in the lexical properties of nouns and verbs that can help explain beginning-level L2 word production. The study uses machine learning algorithms to develop models that predict produced and unproduced words in L2 oral discourse. The results demonstrate that word frequency is the strongest classifi er of whether a noun is produced or not produced in beginning L2 oral discourse, whereas contextual diversity is the strongest classifi er of whether a verb is produced or not produced. Post hoc tests reveal that nouns are more concrete, meaningful, imageable, specifi c, and unambiguous than verbs, which indicates that lexical properties may explain differences in noun and verb production. Thus, whereas distributional

What (do) learners want (?): a re-examination of the issue of learner preferences regarding the use of ‘native’ speaker norms in English language teaching

The debate over models for language learning and use continues in the field of English language education. Opponents of ‘native’ speaker (NS) norms have put forth proposals suggesting alternative models (e.g. Jenkins’ lingua franca core), while supporters of traditional NS norms have resisted on a number of grounds, including appeals to learners’ preferences. Past research has found learner support for NS norms, and authors have interpreted this as a need for continued use of NS norms. However, the issue warrants further research, in particular longitudinal, qualitative (or mixed-methods) research such as that employed in this study. Such an approach is particularly strong in revealing that participants’ preferences and attitudes are highly complex, ambivalent, and contradictory. In particular, the study uncovered several factors that appear to confound learners’ preferences: (1) the effect of time spent in and exposure to contexts of English use, (2) whether learners feel NS norms represent abstract ideals or practical targets, (3) the extent to which learners aim to emulate NS norms (fully or partially), and (4) the influences of others’ expectations. Future research using such an approach is necessary to help clarify the role of these factors in accounting for learners’ preferences.

A Corpus-Assisted Investigation of Nonunderstanding in Outsourced Call Center Discourse

This study analyzes a corpus of call center interactions between Filipino call center agents and American callers engaged in a range of communicative tasks during a typical workday. Our primary focus is to contribute to the knowledge base surrounding miscommunication in intercultural interactions in Filipino–American customer service calls. Specifically, our study explores how instances of nonunderstanding are initiated and repaired in interactions supported by Filipino agents. As a corpus-assisted research, we analyze a large number of interactions in order to identify linguistic and communicative patterns and draw conclusions from a variety of examples. Qualitative coding of the interactions works to identify how instances of miscommunication occur, while quantitative analysis of these instances helps to visualize patterns and to provide suggestions as to what may be causing or resolving miscommunication between these interlocutors.