Approximations in impromptu interlanguage
Bibliographic Data
| ID | 22299368 |
|---|---|
| Authors | Lengo M Nsakala (Institut Supérieur Pédagogique, Mbanza-Ngungu (Rép. dém. du Congo)), Lusala D Matondo (Institut Supérieur Pédagogique, Mbanza-Ngungu (Rép. dém. du Congo)) |
| Year | 2002 |
| Volume | 137-138 |
| Pages | 301-312 |
| Publication date | 2002-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | ITL - International Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0019-0829 • E-ISSN: 1783-1490 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/itl.137-138.07nsa |
| OpenAlex | W2262294479 |
| Language | EN |
| Citations received | 1 |
| References cited | 4 |
This paper deals with approximations in the impromptu speech of Congolese students of English. The paucity of vocabulary knowledge prompts foreign language learners to fall back on readily accessible resources in spontaneous speech, such as approximations. The latter are characteristic of an elementary stage in target language development, their frequency relatively decreasing with advanced students. Approximations can be accounted for in terms of communication strategies and in the light of semantic findings. In respect of semantics, three categories of approximations are distinguished : superordinate terms, hyponyms, and cohyponyms. Approximations in a foreign language setting may stem from teachers' negative attitude to vocabulary instruction and from learners' inadequate input. Another source is passive vocabulary, which causes retrieval problems. To minimize this situation, teachers must pay particular attention to vocabulary instruction by teaching vocabulary systematically, rather than leaving it to develop independently
Foreign language · Impromptu · Interlanguage · Linguistics · Mathematics education · Natural language processing · Semantics (computer science) · Superordinate goals · Vocabulary · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Linguistic Studies and Language Acquisition · Psychology · Second Language Acquisition and Learning · Social Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,06 |
| Citation span | 2010 - 2010 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |