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We suggest a novel theoretical analysis of what is known as the reactive what-x construction. This construction, which has recently been noticed and described in Põldvere & Paradis (2019, 2020), has primarily clarificational properties and requires the presence of an antecedent in the preceding context. We begin by summarizing its syntactic properties and main functions, based on data drawn from the London–Lund Corpora of spoken British English, and then address a pattern that has escaped notice thus far, i.e. that the majority of the instances of this construction feature a type of ellipsis known as fragments. Departing from the analysis articulated in Põldvere & Paradis (2020), we present one that captures the elliptical properties of the reactive what-x construction by assimilating it to two classes of fragments: those serving as reprise utterances and those serving as direct utterances. Our analysis relies on Ginzburg & Sag's (2000) detailed analysis of reprise and direct fragments couched within a non-sententialist approach to ellipsis. This allows us to analyze the reactive what-x construction as a type of an in-situ interrogative clause whose elliptical properties are licensed by a version of the constraint Ginzburg & Sag (2000) use to license fragments. [ABSTRACT FROM AUTHOR]

The study evaluated whether the direction (inhibitory or facilitative) of the phonological neighborhood density effect in English spoken word recognition was modulated by the relative strength of competitor activation (neighborhood type) in two groups of English-dominant learners of Spanish who differed in language experience. Classroom learners and heritage learners of Spanish identified spoken English words from dense (e.g., BEAR) and sparse (e.g., BOAT) phonological neighborhoods presented in moderate noise. The phonological neighborhood was separately manipulated at word onset (cohort) and word offset (rhyme). Classroom learners were overall slower in recognizing spoken words from denser neighborhoods. Strongly active (onset) neighbors exerted inhibitory effects in both classroom and heritage learners. Critically, weakly active (offset) neighbors exerted inhibitory effects in classroom learners but facilitative effects in heritage learners. The results suggest that the activation of both within and cross-language neighbors should be considered in determining the direction of neighbor effects in bilingual lexical processing. [ABSTRACT FROM AUTHOR]

Phrasal verbs (e.g. fade away , give up) tend to be associated with spoken, colloquial registers, not only in Present-day English, but also in previous stages of the language. This view has recently been challenged by Thim's (2006a, 2012) 'colloquialization conspiracy', according to which the idea that phrasal verbs are colloquial is based on a misconception which first arose in the eighteenth century. In the current study we seek to verify Thim's claim by exploring phrasal verbs in A Corpus of English Dialogues 1560–1760 , a 1.2-million-word corpus of Early Modern English (EModE) speech-related text types. Based on a sample of over 7,000 examples, we demonstrate that the linguistic features, distribution and high productivity of phrasal verbs in the EModE period point towards a full entrenchment of these combinations in the spoken language, which leads us to the conclusion that the colloquial status of phrasal verbs in EModE is not merely a matter of a 'colloquialization conspiracy'. [ABSTRACT FROM AUTHOR]

English tense/aspect-marking is an area where variation abounds and where many theories have been formulated. Diachronic studies of the preterit/present perfect alternation indicate that the present perfect (e.g. I have eaten already) has been losing ground to the preterit (e.g. I ate already) (e.g. Elsness 1997, but see Hundt & Smith 2009, Werner 2014). However, few studies have examined this alternation in vernacular speech. This article fills this lacuna by analyzing spoken data from Ontario, Canada, from an apparent-time perspective. Using a large archive of multiple communities and people of different generations, we focus on linguistic contexts known to be variable, viz. with adverbs of indefinite time. Results indicate that, in contrast with previous studies, the alternation is mostly stable. We find evidence of change only with the adverb ever. Where there is evidence of change, this change is different from the predictions in the literature, with the preterit increasing in frequency. We suggest that a minor constructionalization process operates in tandem with ongoing specialization of the preterit/present perfect contrast. Taken together, these results provide another example of the importance of including speech in research on language variation and change and of the unique contribution certain constructions make to more general systems of grammar. [ABSTRACT FROM AUTHOR]

Research has increasingly demonstrated that pronunciation difficulties in English can seriously affect learners' intelligibility and ability to comprehend spoken English. It is thus crucial that we find ways of helping learners of English become more intelligible. In this talk, I present compelling research evidence in support of a strategy-based pronunciation instruction model, and uncover individual learner, teacher, and instructional variables affecting long-term improvement. Findings from my published and ongoing studies involving different groups of learners and teachers highlight the critical role of teachers in self-regulated learning, and suggest the need for methodological refinements to the model. The results show that students' self-regulated efforts at learning can be further enhanced and supported if combined with goal-setting and awareness-raising activities, online speech models and resources, video-recordings to assess progress, guided reflections on oral assignments, ongoing feedback, and re-assessments of goals after improvement. I conclude the talk with a discussion of these methodological refinements and possible avenues for future research. [ABSTRACT FROM AUTHOR]

We offer an account of preposition drop under clausal ellipsis in terms of two language processing principles: Minimize Domains and Minimize Forms. We argue that when Minimize Domains operates within the PP domain, it disfavors preposition drop due to the preferred independent processability of the PP fragment. When it operates within the VP domain it favors preposition drop in proportion to the number and strength of semantic dependencies between V and P in a given language: the more dependencies there are, and the stronger they are, the stronger the preference for preposition drop. In this way fragments are avoided with long dependencies between P and a distant V. We demonstrate this pattern in English corpora and propose it as an explanation for the typologically unusual preference that English shows for NP fragments. Minimize Forms supports preposition drop in easy-to-process environments cross-linguistically and in English when the more minimal fragment (NP) can be easily linked to its correlate in the antecedent, disfavoring preposition drop elsewhere. The predictions of Minimize Domains and Minimize Forms receive support from a mixed-effects regression model fitted to data from spoken US English, and can be understood as motivations for construction-specific constraints and preferences in clausal ellipsis. [ABSTRACT FROM AUTHOR]

Objective: South Africa has a multi-lingual population where fewer than 10% of the population speak English as a first language. This poses a challenge regarding language usage for a verbal fluency task. This study investigated the difference in number of words produced by independent groups of non-English examinees required to produce words in English, or in their first language, on a category verbal fluency task. Participants and Methods: A study on South African non-English first language participants was conducted using the Category Verbal Fluency test (animals) for a sample of nonclinical adults (N = 264) aged 18-60 years with 8-12 years of disadvantaged (poorly resourced) quality of education. Participants either had an African indigenous first language, or Afrikaans (a Dutch derivative) as a first language. The data were derived from one group of either African indigenous or Afrikaans first language participants who were required to use English for word production (Group A English) (n = 159; African indigenous n = 135; Afrikaans n = 24) and another group of participants who were required to use their first language (Group B First Language) (n = 105; African indigenous n = 83; Afrikaans n = 22). The comparative data were stratified for age ranges 18-20, 21-30, 31-40, 41-50 and 51-60 years. Level of education was broadly equivalent across the comparative groups. T-test analyses compared the number of words produced between the English versus indigenous African groups, and English versus Afrikaans first language groups for each age category. Results: The comparison for the indigenous African first language participants, revealed no significant differences in word production for words produced in English or first language regardless of age. In the comparison for the Afrikaans first language participants there was a highly consistent tendency for better word production in Afrikaans than in English. These results indicate that socio-cultural factors may be influential for English language proficiency on a verbal fluency task, rather than the effect of first language usage "per se". Conclusions: Since the dismantling of the Apartheid system in South Africa thirty years ago, English has become the main language used in government and business and is the preferred language of tuition in schools for those speaking English or an African indigenous language, whereas during the Apartheid era, two official languages were used for government, business, and schooling (Afrikaans and English). Currently, many Afrikaans speaking individuals continue to have Afrikaans as the preferred primary language of tuition in the schools and it persists as the preferred language for use in many Afrikaans dominated business arenas. This study attests to a high level of English fluency amongst those South Africans with an indigenous African first language, who clearly are as fluent in word production using English as they are when using their first language, in contrast to the indications for Afrikaans speaking individuals. Practitioners need to be alert to sociocultural factors that can impact on the optimal use of language in test situations, which may not necessarily be the first language. [ABSTRACT FROM AUTHOR]

A number of longitudinal studies of L2 production have reported frequency effects wherein learners' produce more frequent words as a function of time. The current study investigated the spoken output of English L2 learners over a four-month period of time using both native and non-native English speaker frequency norms for both word types and word tokens. The study also controlled for individual differences such as first language distance, English proficiency, gender, and age. Results demonstrated that lower level L2 learners produced more infrequent tokens at the beginning of the study and that high intermediate learners, when compared to advanced learners, produced more infrequent tokens at the beginning of the study and more frequent tokens toward the end of the study. Main effects were also reported for proficiency level, age, and language distance. These results provide further evidence that L2 production may not follow expected frequency trends (i.e., that more infrequent tokens are produced as a function of time). [ABSTRACT FROM AUTHOR]

Korea has long been recognized as host to an English 'fever' (Kim, 2013; J. K. Park, 2009; Shim & Park, 2008), the intensity of which is such that 'the entire nation, from the president to average citizens, is emotionally and discursively invested in globalization and English language education' (Lee, 2011: 146). Many universities have minimum TOEIC/TOEFL scores as a graduation requirement (J. S. Y. Park, 2009: 42), and of Koreans who took the TOEIC exam in 2016, more than eight out of ten were re-taking the test (Educational Testing Services, 2017). It was estimated that by 2006, Koreans were spending up to $752 million a year on English proficiency tests alone (Song, 2011: 38). The question of who is able to speak English is clearly not a trivial one. [ABSTRACT FROM AUTHOR]

This study partially replicates McManus and Marsden (2017), who found that providing L1 explicit information (EI) plus task-essential practice led L2 learners to make more accurate and faster interpretations of French morphosyntax. The current study removed the original study’s L1 EI component to examine the role of the L1 practice. This design tested whether providing L1 task-essential practice only (alongside a core treatment of L2 EI plus L2 practice) resulted in similar online and offline learning gains compared to the original study’s L1 EI plus L1 practice. We used the same online and offline tests, with a similar population of English-speaking learners of L2 French (n = 19). For accuracy and speed of online and offline L2 processing, the findings suggest that additional L1 practice without L1 EI was no more beneficial than L2 EI plus L2 practice alone, indicating that the original study’s combination of additional L1 EI with L1 practice appeared to contribute to previously observed learning benefits. [ABSTRACT FROM AUTHOR]

It is well documented that the study of differences in grammaticality contrasts across the world's languages has implications for the synchronic study of preferential/frequency contrasts within a single language. Our paper extends this observation, arguing that the cross-linguistic study of both grammaticality and frequency contrasts can be crucial to the proper characterization of patterns of diachronic change. As an illustration of this proposal, we investigate patterns of synchronic and diachronic variation in the use of postverbal negative quantifiers (e.g., nothing, nobody, no book, etc., as in, I know nothing) versus negative polarity items under negation (e.g., not … anything, not … anybody, not … any book, etc., as in, I don't know anything) in English. We show how a detailed comparison with similar patterns found elsewhere in closely related languages can give us a better understanding of which linguistic factors condition the use of these different kinds of indefinites in Modern Spoken English and a new perspective on a well-studied proposed change in progress in the English quantificational system. [ABSTRACT FROM AUTHOR]

Phonetic variation among Scottish members of the UK Parliament may be influenced by convergence to Southern English norms (Carr & Brulard, 2006) or political identity (e.g., Hall-Lew, Coppock, & Starr, 2010). Drawing on a year's worth of political speeches (2011-2012) from 10 Scottish members of the UK Parliament (MPs), we find no acoustic evidence for the adoption of a Southern English low vowel system; rather, we find that vowel height is significantly correlated with political party: Scottish Labour Party MPs produce a higher CAT vowel (Johnston, 1997) than do Scottish National Party MPs. The results contradict claims that Scottish MPs acquire Anglo-English features while serving in the UK Parliament. Rather, we suggest that the variation indexes political meaning, with a subset of individuals drawing on that indexicality in production. [ABSTRACT FROM AUTHOR]

This study explored effects of the metabolic syndrome (MetS) on language in aging. MetS is a constellation of five vascular and metabolic risk factors associated with the development of chronic diseases and increased risk of mortality, as well as brain and cognitive impairments. We tested 281 English-speaking older adults aged 55–84, free of stroke and dementia. Presence of MetS was based on the harmonized criteria (Alberti et al., 2009). Language performance was assessed by measures of accuracy and reaction time on two tasks of lexical retrieval and two tasks of sentence processing. Regression analyses, adjusted for age, education, gender, diabetes, hypertension, and heart disease, demonstrated that participants with MetS had significantly lower accuracy on measures of lexical retrieval (action naming) and sentence processing (embedded sentences, both subject and object relative clauses). Reaction time was slightly faster on the test of embedded sentences among those with MetS. MetS adversely affects the language performance of older adults, impairing accuracy of both lexical retrieval and sentence processing. This finding reinforces and extends results of earlier research documenting the negative influence of potentially treatable medical conditions (diabetes, hypertension) on language performance in aging. The unanticipated finding that persons with MetS were faster in processing embedded sentences may represent an impairment of timing functions among older individuals with MetS. (JINS, 2015, 21, 116–125) [ABSTRACT FROM PUBLISHER]

This study examined the event-related potentials (ERPs) elicited by focus processing among first language (L1) speakers and second language (L2) learners of French. Participants read wh-questions containing explicit focus marking, followed by responses instantiating contrastive and informational focus. We hypothesized that L2 proficiency would modulate nativelikeness in L2 processing. For the L1 and L2 groups, widespread word-long positive shifts reflected the processing of nouns receiving informational and contrastive focus. Nouns receiving contrastive focus showed an increased anterior negativity compared to informational focus for both groups. Second language proficiency modulated the amplitude of this negativity effect, and subgroup analyses of low- and high-proficiency L2 learners showed no significant effect of focus condition among low-proficiency learners. This modulatory relationship between L2 proficiency and nativelikeness of processing is consistent with the dynamic sequence of L2 ERPs observed for morphosyntactic processing and extends those findings to the syntax-pragmatics interface phenomenon of focus processing. [ABSTRACT FROM AUTHOR]

In an article in this journal, Bao (2005) proposes a constraint on functional transfer that he claims accounts for features of colloquial Singapore English (and other language contact varieties) better than the congruence constraint proposed by Siegel (1999) and subsequently developed in later works (e.g. Siegel 2003, 2008a). More specifically, Bao argues that the requirement of surface syntactic similarity for transfer is too strong. His analysis uses Mandarin to exemplify the Chinese substrate languages that were the source of transfer, following the view that there is a universal Chinese grammar (Chao 1968: 13). However, the present article shows that Bao's claim is unjustified because the actual source of transfer was a variety of Chinese that differs significantly from Mandarin in the area of grammar he examined. [ABSTRACT FROM AUTHOR]

The aim of this study was to compare the prosodic profiles of English- and Spanish-speaking children with Williams syndrome (WS), examining cross-linguistic differences. Two groups of children with WS, English and Spanish, of similar chronological and nonverbal mental age, were compared on performance in expressive and receptive prosodic tasks from the Profiling Elements of Prosody in Speech–Communication Battery in its English or Spanish version. Differences between the English and Spanish WS groups were found regarding the understanding of affect through prosodic means, using prosody to make words more prominent, and imitating different prosodic patterns. Such differences between the two WS groups on function prosody tasks mirrored the cross-linguistic differences already reported in typically developing children. [ABSTRACT FROM PUBLISHER]

The article focuses on the important role of English communication skills in the development of Southern Africa's multilingual contexts. It discusses the concept of World Standard Spoken English (WSSE) in supplementing the variations of the English language and highlights the importance of intelligibility in the spoken medium. It stresses that the English language should not be treated as a threat to other native languages but as complementing competencies in the use of other languages.

ABSTRACTAn examination of the give and take between local varieties and the expectations of classroom English. Like a microcosm of World Englishes, English in Malaysia is spoken in a multitude of accents characterizing different ethnic groups, socio-economic, education, language and geographical backgrounds. It is also not unusual for Malaysians to accent-switch according to context. Amidst the cacophony of local accents arise issues about whether such accents are correct or good or acceptable. This paper discusses the tension between speaking English with a Malaysian accent and the need for a pronunciation model from another variety, typically British English, in the teaching of English in Malaysia. Based on ongoing research on the pronunciation of Malaysian English, this paper suggests how this tension can be alleviated. [ABSTRACT FROM AUTHOR]

ABSTRACTAn analysis of the need for attention to the spoken word and phonetics in the teaching of English world-wide. It is a truism that English is increasingly becoming a world language. Even in China a ?craze for English? has been, in view of the fact that over 200 million children (about 20% of all children in the world) now1 learn English in Chinese schools. McArthur has estimated that c.250 million Indians use English every day. All these speakers of English use it their own way. This localisation of English has been variously detected, for example in Hong Kong. It is also well known from versions of African English and, in fact, from most English varieties that have been attributed to the ?Outer? or ?Extended. However, as early as 1983 Kachru voiced a caveat: ?A large majority of the non-native speakers of institutionalised varieties of English use a local variety of English, but when told so, they are hesitant to accept the fact?. [ABSTRACT FROM AUTHOR]

ABSTRACTChanging trends in colloquial American English from the viewpoint of a visitor and their implications for teaching of English in China. Knowing that language changes and an appreciation of current changes is of great importance for foreign-language learners as it helps enable them to have a good command of the current language so as to strengthen their ability to communicate with native speakers with facility. The reality Chinese learners of English face is, however, that they hardly have opportunities to be exposed to natural spoken forms of the target language around them, let alone access to its current changing trends. This paper aims to present such information. Based on the investigation I made among native English-speaking Americans, it tries, from a descriptive pragmatic point of view, to give an account of some salient trends of American English in daily communication. It takes everyday spoken American English as the object of study, for it is the kernel part of the language for social interaction. It is this part of the language that first undergoes changes in response to various social events, and that, having much to do with the study of language use, deserves our special attention. [ABSTRACT FROM AUTHOR]

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WHILE recent articles and research studies on Singapore Colloquial English (SCE, or simply ‘Singlish’) have so far tended to focus on the structure, grammar and the functional roles of Singlish in Singapore, this paper presents an insider's viewpoint of this local variety from a perspective that incorporates both linguistic ideology and cultural politics. Focusing on the spoken version at the basilectal end of the English speech continuum, the article attempts to explore Singlish from a cultural-political viewpoint and challenges popular belief that Singlish encapsulates an established Singapore identity. In the process, it throws up some insights about language, identity and culture. Based on two significant contributing factors to the unmarked use of Singlish in Singapore, the paper argues that – more than just a language used for wider intra-communication in this tiny republic and city state – this variety, with its odd mix of English and local ethnic languages, mirrors a people who find themselves struggling with a myriad conflicting and contrasting cultures, a people in cultural and linguistic flux, who are still searching – desperately – for an identity, and a language they can call their own. [ABSTRACT FROM AUTHOR]

An inquiry into undergraduates' preferences, with repercussions regarding the nature and use of a distinctive ‘China English’. For many years, the standard varieties of British and American English have been accepted and promoted as the only internationally acceptable forms of Standard English, a view that has however, in recent years, been challenged in studies associated with ‘World Englishes’ and ‘English as an International Language’ (EIL). Within such frameworks, some linguists in China have proposed that ‘China English’ as an actual or potential standard variety should stand alongside the standard varieties of British, American, and other Englishes. If so, it follows that Chinese teachers would be better able to teach this variety than imported native English speakers. In order to investigate Chinese students' views on such matters, a research project was undertaken with subjects from eight universities in the People's Republic of China. The data gathered from questionnaires, group discussion and interviews indicate that Chinese students are positive towards both EIL and China English and that this in turn influences their preference for a Chinese rather than a native-speaker teacher of English. [ABSTRACT FROM AUTHOR]

In recent years, there has been a heated discussion as to the quality of English education in mainland China. The central argument has been that, although children begin to learn English at the age of ten, and continue the study throughout their education, when they communicate with English native speakers they have difficulties both in understanding and in making themselves understood. English native speakers may also have difficulty understanding them, for reasons that include direct translation from Chinese into English, especially as regards everyday Chinese administrative and technical terms. This paper analyses this problem in terms of both vocabulary acquisition and translation. [ABSTRACT FROM AUTHOR]

A GREAT DEAL has been said and written about various approaches to the successful methodology for teaching English as a second language in China. Entire professional journals are devoted to the subject, such as Teaching English In China and Foreign Language Teaching and Research Press. But no matter how much is written, and no matter what teaching method is employed, the bottom line is that the average Chinese student learns to communicate orally in 'Chinglish': that is, in Mandarin sprinkled with English words and phrases or in English with a Mandarin-induced syntax. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented in which the editor discusses the article of Roger Berry that focuses on little-studied structure of modern English, the article of Tian Bo Li and Gillian Moreira which focuses on the needs of the corporate world and the use of English in business, and the article of Ingrid Fandrych which stresses the importance of English in multilingual Southern African settings.

This issue presents a selection of articles on English in various contexts and settings, with a significant focus on education in the first four. Susan Van Rooy describes the language experiences of South Korean academics and their families in a small town in South Africa, and the consequences of their stay abroad for their English language proficiency. She reminds us that not all EFL learners of English have the ?Inner Circle? mainstream as their model: Potchefstroom, South Africa offers a mix between Inner and Outer Circle, probably having more features of the latter. Christian Burrows writes about methodologies of EFL classrooms in Japan, where cultural constraints make TBL (Task-Based Learning) more challenging than its Western proponents realise. The next two articles emphasise the need to pay attention to colloquial spoken language. Manfred Markus writes about the need to focus on phonetic accuracy in EFL teaching, or at least to try and replicate mainstream norms as much as possible. Fan Xianlong contributes a paper on the ever-changing spoken norms of the mainstream, based on his experiences as a visiting scholar in the United States. Although many of the features he describes are well known to Western sociolinguists, the article presents a refreshing perspective of how complex the notion of ?target language? must be to users of ESL and EFL. More often it is a moving and mystifying target, with its cultural and political minefields that find their way into everyday usage. [ABSTRACT FROM AUTHOR]