Kathleen Bardovi‐harlig
Datos Biográficos
| ID | 3843680 |
|---|---|
| NOMBRE | Kathleen Bardovi‐harlig |
| NOMBRES | Kathleen |
| APELLIDO | Bardovi‐harlig |
| FIRMA | HARLIG K B |
| VERIFICADO | No |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 115 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1987 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 6 |
Pragmatics as a Pedagogical Target
Pragmatics is the study of language use. It encompasses how speakers say what to whom in a given speech community. The teaching of pragmatics involves helping language learners learn what to say in situations (sociopragmatics) and how to say it (pragmalinguistics) as well as what not to say. Different languages, cultures, and speech communities often have different pragmatics, which creates the need to learn pragmatics along with other aspects of…
Tense and Aspect
The study of “tense and aspect” includes three distinct but related concepts, tense , grammatical aspect , and lexical aspect . In nonspecialist and pedagogical literature, they are often conflated under the term tense . Tense locates an event or situation on the time line. Grammatical aspect provides a means of expressing one's view of a situation or event. Both tense and grammatical aspect refer to categories of verbal morphology. In contrast, …
Pragmatic Routines
Pragmatic routines, a general term for formulaic language in pragmatics, cover both conventional expressions that are linked to specific linguistic and nonlinguistic contexts and pragmatic routines , used narrowly in the literature to describe expressions that are associated with speech acts. Conventional expressions include Nice to meet you , in response to an introduction, and Thanks, you too! as a reciprocal wish in response to Have a good day…
Developing L2 Pragmatics
This article positions research on the acquisition of pragmatics as an inquiry in the greater field of second language acquisition research. Viewing pragmatics from this intersection, I consider five areas of research that are of interest in both fields and have the potential to make significant contributions to second language pragmatics research. They are: the design and evaluation of pragmatics tasks as simulations of conversation; task design…
Pragmatic Routines
Have you ever noticed that there are certain times in certain situations where almost everyone says the same thing? Listen to people leaving a party and you may hear them saying to the host, “Thanks for inviting me” or “Thanks for having me.”
Tense and Aspect
The term “tense and aspect” actually includes three terms, tense , grammatical aspect , and lexical aspect .
Conventional Expressions as a Pragmalinguistic Resource
This study investigates the source of second language (L2) learners' low use of conventional expressions-one part of pragmalinguistic competence-by investigating the relationship between recognition and production of conventional expressions in L2 pragmatics. Two tasks-an aural recognition task and an oral production task-were completed by 122 learners of English as a second language with mixed-language backgrounds and 49 native speakers of Engli…
Another Piece of the Puzzle
Previous research has shown that the acquisition of morphological form in the tense-aspect system is relatively trivial compared with the significant acquisitional task of developing a target-like association of form with meaning (Bardovi-Harlig, 1992a, 2000; Bardovi-Harlig & Reynolds, 1995). This pattern is not restricted to instructed learners, however (cf. Dietrich, Klein, & Noyau, 1995). Nevertheless, recent studies have undertaken to underst…
Chapter Seven
Meaning-Oriented Studies, p.414Acquisitional Sequences, p.418Aspect Studies, p.423Discourse Studies, p.430The Influence of Instruction, p.432Concluding Remarks, p.435
Chapter Six
Experimental Studies of the Effect of Instruction, p.341An Observational Study of the Effect of Instruction, p.352Method, p.353Results, p.373The Effect of Instruction, p.392A Comparison of Instructed and Uninstructed Learners, p.395Chapter Summary, p.404
Chapter Three
Tense-Aspect Morphology in European Languages, p.96Tense-Aspect Morphology Related to Past in English, p.104The Acquisition of Tense-Aspect Morphology, p.111Longitudinal Studies of the Acquisition of Tense-Aspect Morphology, p.114Cross-Sectional Studies of the Acquisition of Tense-Aspect Morphology, p.120A Study of the Emergence of Tense-Aspect Morphology Related to Past in English, p.126Method, p.127Analysis and Results, p.138Comparing Meaning-O…
Chapter Five
The Interlanguage Discourse Hypothesis, p.277Narrative Analysis, p.279Studies of L2 Temporality and Narrative Structure, p.285A Cross-Sectional Study of Tense-Aspect in L2 Narratives, p.292Comparing Theoretical Frameworks, p.299Empirical Evidence in Support of the Discourse and Aspect Hypotheses, p.304Integrating the Analyses, p.312Other Discourse Contexts, p.317Conversational and Elicited Narratives, p.332Personal and Impersonal Narratives: The …
Chapter Four
The Aspect Hypothesis, p.192In Primary Language Acquisition, p.193In Second Language Acquisition, p.195Grammatical and Lexical Aspect, p.205Investigations of the Aspect Hypothesis in Second Language Acquisition, p.227The Spread of Perfective Past, p.228The Spread of Imperfective Past, p.234The Spread of Progressive, p.237Overgeneralization of Progressive in States, p.238Sample Study: The Distribution of Verbal Morphology in Learner Narratives, p.…
Chapter Two
Expressing Temporality, p.22Pragmatic Means for Expressing Temporality, p.25Lexical Means for Expressing Temporality, p.36Comprehension of Verbal Morphology, p.43Limitations of Lexical Expression, p.44Morphological Means for Expressing Temporality, p.45Multiple Means for Expressing Temporality: Two Examples, p.48Study 1: Adverbials and the Acquisition of Simple Past Morphology, p.49Study 2: Adverbials and Morphology in Reverse-Order Reports, p.63…
Chapter One
Early Studies of Verbal Morphology , p.4The Morpheme Order Studies, p.4Phonetic Constraints, p.6Investigating the Expression of Temporality, p.10Methods of Research and Analysis, p.14Overview of the Book, p.16
Exploring the Interlanguage of Interlanguage Pragmatics
G. Kasper and R. Schmidt (1996) have argued that the field of investigation known as interlanguage pragmatics has been essentially modelled on cross-cultural pragmatics. Taking Kasper and Schmidt's argument one step further, this article shows how interlanguage itself has been ignored in research on interlanguage pragmatics. Research has not established that pragmatic competence is independent of grammatical competence. Although grammatical compe…
Reverse-Order Reports and the Acquisition of Tense
This article presents the results of a longitudinal study of the expression of temporality in interlanguage that followed 16 adult learners of English as a second language for an average period of 10 months. It focuses on these learners' presentation of a specific rhetorical device, the reverse-order report, showing how these learners used tense contrast and time adverbials to produce such reports, and how the emergence of these reports related t…
Closing the conversation
This article provides evidence that institutional conversations differ from natural conversations, even in their closings, an aspect of structure which they share. Utilizing 31 academic advising session interviews, we contrast felicitous closings by both native and highly proficient nonnative speakers with infelicitous closings by nonnatives. We show that the closings of these interviews cannot be reopened in the ways described by Schegloff and S…
Congruence in Native and Nonnative Conversations
This paper examines the notion of status in institutional discourse and identifies congruence as a factor in determining the success of native speaker (NS) and nonnative speaker (NNS) interactions in that context. Thirty-two academic advising sessions between faculty advisors and both native and highly proficient nonnative graduate students were examined. Whereas both NSs and NNSs show variable success in negotiating noncongruent (status-challeng…
Markedness and Salience in Second-Language Acquisition
This paper examines the acquisition of a typologically marked construction, preposition stranding, and its unmarked counterpart, preposition pied piping, by learners of English as a second language. Acquisition data from 95 college-age learners show unequivocally that preposition stranding (the marked form) is acquired before preposition pied piping (the unmarked form). This apparent counterexample to the markedness hypothesis, which predicts tha…
Exploring the Interlanguage of Interlanguage Pragmatics
G. Kasper and R. Schmidt (1996) have argued that the field of investigation known as interlanguage pragmatics has been essentially modelled on cross-cultural pragmatics. Taking Kasper and Schmidt's argument one step further, this article shows how interlanguage itself has been ignored in research on interlanguage pragmatics. Research has not established that pragmatic competence is independent of grammatical competence. Although grammatical compe…
Congruence in Native and Nonnative Conversations
This paper examines the notion of status in institutional discourse and identifies congruence as a factor in determining the success of native speaker (NS) and nonnative speaker (NNS) interactions in that context. Thirty-two academic advising sessions between faculty advisors and both native and highly proficient nonnative graduate students were examined. Whereas both NSs and NNSs show variable success in negotiating noncongruent (status-challeng…
Developing L2 Pragmatics
This article positions research on the acquisition of pragmatics as an inquiry in the greater field of second language acquisition research. Viewing pragmatics from this intersection, I consider five areas of research that are of interest in both fields and have the potential to make significant contributions to second language pragmatics research. They are: the design and evaluation of pragmatics tasks as simulations of conversation; task design…
Conventional Expressions as a Pragmalinguistic Resource
This study investigates the source of second language (L2) learners' low use of conventional expressions-one part of pragmalinguistic competence-by investigating the relationship between recognition and production of conventional expressions in L2 pragmatics. Two tasks-an aural recognition task and an oral production task-were completed by 122 learners of English as a second language with mixed-language backgrounds and 49 native speakers of Engli…
Closing the conversation
This article provides evidence that institutional conversations differ from natural conversations, even in their closings, an aspect of structure which they share. Utilizing 31 academic advising session interviews, we contrast felicitous closings by both native and highly proficient nonnative speakers with infelicitous closings by nonnatives. We show that the closings of these interviews cannot be reopened in the ways described by Schegloff and S…
Markedness and Salience in Second-Language Acquisition
This paper examines the acquisition of a typologically marked construction, preposition stranding, and its unmarked counterpart, preposition pied piping, by learners of English as a second language. Acquisition data from 95 college-age learners show unequivocally that preposition stranding (the marked form) is acquired before preposition pied piping (the unmarked form). This apparent counterexample to the markedness hypothesis, which predicts tha…
Reverse-Order Reports and the Acquisition of Tense
This article presents the results of a longitudinal study of the expression of temporality in interlanguage that followed 16 adult learners of English as a second language for an average period of 10 months. It focuses on these learners' presentation of a specific rhetorical device, the reverse-order report, showing how these learners used tense contrast and time adverbials to produce such reports, and how the emergence of these reports related t…
Another Piece of the Puzzle
Previous research has shown that the acquisition of morphological form in the tense-aspect system is relatively trivial compared with the significant acquisitional task of developing a target-like association of form with meaning (Bardovi-Harlig, 1992a, 2000; Bardovi-Harlig & Reynolds, 1995). This pattern is not restricted to instructed learners, however (cf. Dietrich, Klein, & Noyau, 1995). Nevertheless, recent studies have undertaken to underst…
Chapter One
Early Studies of Verbal Morphology , p.4The Morpheme Order Studies, p.4Phonetic Constraints, p.6Investigating the Expression of Temporality, p.10Methods of Research and Analysis, p.14Overview of the Book, p.16
Markedness and Salience in Second-Language Acquisition
This paper examines the acquisition of a typologically marked construction, preposition stranding, and its unmarked counterpart, preposition pied piping, by learners of English as a second language. Acquisition data from 95 college-age learners show unequivocally that preposition stranding (the marked form) is acquired before preposition pied piping (the unmarked form). This apparent counterexample to the markedness hypothesis, which predicts tha…
Congruence in Native and Nonnative Conversations
This paper examines the notion of status in institutional discourse and identifies congruence as a factor in determining the success of native speaker (NS) and nonnative speaker (NNS) interactions in that context. Thirty-two academic advising sessions between faculty advisors and both native and highly proficient nonnative graduate students were examined. Whereas both NSs and NNSs show variable success in negotiating noncongruent (status-challeng…
Closing the conversation
This article provides evidence that institutional conversations differ from natural conversations, even in their closings, an aspect of structure which they share. Utilizing 31 academic advising session interviews, we contrast felicitous closings by both native and highly proficient nonnative speakers with infelicitous closings by nonnatives. We show that the closings of these interviews cannot be reopened in the ways described by Schegloff and S…
Reverse-Order Reports and the Acquisition of Tense
This article presents the results of a longitudinal study of the expression of temporality in interlanguage that followed 16 adult learners of English as a second language for an average period of 10 months. It focuses on these learners' presentation of a specific rhetorical device, the reverse-order report, showing how these learners used tense contrast and time adverbials to produce such reports, and how the emergence of these reports related t…
Exploring the Interlanguage of Interlanguage Pragmatics
G. Kasper and R. Schmidt (1996) have argued that the field of investigation known as interlanguage pragmatics has been essentially modelled on cross-cultural pragmatics. Taking Kasper and Schmidt's argument one step further, this article shows how interlanguage itself has been ignored in research on interlanguage pragmatics. Research has not established that pragmatic competence is independent of grammatical competence. Although grammatical compe…
Chapter Seven
Meaning-Oriented Studies, p.414Acquisitional Sequences, p.418Aspect Studies, p.423Discourse Studies, p.430The Influence of Instruction, p.432Concluding Remarks, p.435
Chapter Six
Experimental Studies of the Effect of Instruction, p.341An Observational Study of the Effect of Instruction, p.352Method, p.353Results, p.373The Effect of Instruction, p.392A Comparison of Instructed and Uninstructed Learners, p.395Chapter Summary, p.404
Chapter Three
Tense-Aspect Morphology in European Languages, p.96Tense-Aspect Morphology Related to Past in English, p.104The Acquisition of Tense-Aspect Morphology, p.111Longitudinal Studies of the Acquisition of Tense-Aspect Morphology, p.114Cross-Sectional Studies of the Acquisition of Tense-Aspect Morphology, p.120A Study of the Emergence of Tense-Aspect Morphology Related to Past in English, p.126Method, p.127Analysis and Results, p.138Comparing Meaning-O…
Chapter Five
The Interlanguage Discourse Hypothesis, p.277Narrative Analysis, p.279Studies of L2 Temporality and Narrative Structure, p.285A Cross-Sectional Study of Tense-Aspect in L2 Narratives, p.292Comparing Theoretical Frameworks, p.299Empirical Evidence in Support of the Discourse and Aspect Hypotheses, p.304Integrating the Analyses, p.312Other Discourse Contexts, p.317Conversational and Elicited Narratives, p.332Personal and Impersonal Narratives: The …
Chapter Four
The Aspect Hypothesis, p.192In Primary Language Acquisition, p.193In Second Language Acquisition, p.195Grammatical and Lexical Aspect, p.205Investigations of the Aspect Hypothesis in Second Language Acquisition, p.227The Spread of Perfective Past, p.228The Spread of Imperfective Past, p.234The Spread of Progressive, p.237Overgeneralization of Progressive in States, p.238Sample Study: The Distribution of Verbal Morphology in Learner Narratives, p.…
Chapter Two
Expressing Temporality, p.22Pragmatic Means for Expressing Temporality, p.25Lexical Means for Expressing Temporality, p.36Comprehension of Verbal Morphology, p.43Limitations of Lexical Expression, p.44Morphological Means for Expressing Temporality, p.45Multiple Means for Expressing Temporality: Two Examples, p.48Study 1: Adverbials and the Acquisition of Simple Past Morphology, p.49Study 2: Adverbials and Morphology in Reverse-Order Reports, p.63…
Chapter One
Early Studies of Verbal Morphology , p.4The Morpheme Order Studies, p.4Phonetic Constraints, p.6Investigating the Expression of Temporality, p.10Methods of Research and Analysis, p.14Overview of the Book, p.16
Another Piece of the Puzzle
Previous research has shown that the acquisition of morphological form in the tense-aspect system is relatively trivial compared with the significant acquisitional task of developing a target-like association of form with meaning (Bardovi-Harlig, 1992a, 2000; Bardovi-Harlig & Reynolds, 1995). This pattern is not restricted to instructed learners, however (cf. Dietrich, Klein, & Noyau, 1995). Nevertheless, recent studies have undertaken to underst…
Conventional Expressions as a Pragmalinguistic Resource
This study investigates the source of second language (L2) learners' low use of conventional expressions-one part of pragmalinguistic competence-by investigating the relationship between recognition and production of conventional expressions in L2 pragmatics. Two tasks-an aural recognition task and an oral production task-were completed by 122 learners of English as a second language with mixed-language backgrounds and 49 native speakers of Engli…
Pragmatic Routines
Have you ever noticed that there are certain times in certain situations where almost everyone says the same thing? Listen to people leaving a party and you may hear them saying to the host, “Thanks for inviting me” or “Thanks for having me.”
Tense and Aspect
The term “tense and aspect” actually includes three terms, tense , grammatical aspect , and lexical aspect .
Developing L2 Pragmatics
This article positions research on the acquisition of pragmatics as an inquiry in the greater field of second language acquisition research. Viewing pragmatics from this intersection, I consider five areas of research that are of interest in both fields and have the potential to make significant contributions to second language pragmatics research. They are: the design and evaluation of pragmatics tasks as simulations of conversation; task design…
Pragmatics as a Pedagogical Target
Pragmatics is the study of language use. It encompasses how speakers say what to whom in a given speech community. The teaching of pragmatics involves helping language learners learn what to say in situations (sociopragmatics) and how to say it (pragmalinguistics) as well as what not to say. Different languages, cultures, and speech communities often have different pragmatics, which creates the need to learn pragmatics along with other aspects of…
Tense and Aspect
The study of “tense and aspect” includes three distinct but related concepts, tense , grammatical aspect , and lexical aspect . In nonspecialist and pedagogical literature, they are often conflated under the term tense . Tense locates an event or situation on the time line. Grammatical aspect provides a means of expressing one's view of a situation or event. Both tense and grammatical aspect refer to categories of verbal morphology. In contrast, …
Pragmatic Routines
Pragmatic routines, a general term for formulaic language in pragmatics, cover both conventional expressions that are linked to specific linguistic and nonlinguistic contexts and pragmatic routines , used narrowly in the literature to describe expressions that are associated with speech acts. Conventional expressions include Nice to meet you , in response to an introduction, and Thanks, you too! as a reciprocal wish in response to Have a good day…
Linguistics (18 obras) · Psychology (17 obras) · Computer Science (11 obras) · Discourse Analysis in Language Studies (10 obras) · EFL/ESL Teaching and Learning (9 obras) · Philosophy (9 obras) · Language, Discourse, Communication Strategies (7 obras) · Second Language Acquisition and Learning (6 obras) · Syntax, Semantics, Linguistic Variation (6 obras) · Meaning (existential) (5 obras)