On the role of formulas in the acquisition of L2 pragmatics

1. On the role of formulas in the acquisition of L2 pragmatics Kathleen Bardovi-HarligIndiana University Pragmatics and Language Learning

2. Functions of formulas • Communicative strategy, allows early communication (Rehbein, 1987; Weinert, 1995); elicits further input (Wong-Fillmore, 1976; Krashen, Dulay, & Burt, 1982) • Production strategy; fluency in production and faster processing (Weinert, 1995) • Speaker can be confident that act performed will be understood by the interlocutor in the intended way (Wildner-Bassett, 1994) • Speaker saves planning time that can be used where it is needed more (Peters, 1983) • Makes language learner appear nativelike (Yorio, 1989)

3. “Pragmatics has become a major field of study in its own right, in linguistics, and now in language learning and teaching. Pragmatic competence has come to be viewed as an essential part of learners’ competence. The formulaic nature of many pragmalinguistic rules has necessarily contributed to bringing the study of prefabs to the fore” (Granger,1998, p. 145)

4. Does chunk learning (formulaic speech) play a role in acquisition of L2 pragmatics? (Kasper & Schmidt, 1996, p. 163)

5. There appears to be an important role for prefabricated speech in pragmatic development. As formulae and routines often consist of lexicalized sentence stems (Pawley & Syder, 1983) with open slots, learners can decompose them and extend their use productively, as in Wes’s extension of permission requests.... Routine formulae constitute a substantial part of adult NS pragmatic competence, and learners need to acquire a sizable repertoire of routines in order to cope efficiently with recurrent and expanding social situations and discourse requirements (Coulmas, 1981). Therefore, how pragmatic routines are acquired has to be addressed as a research issue in its own right (Wildner-Bassett, 1984, 1994).

6. formulas formulaic sequences chunks prefabs (prefabricated speech) routines formulaic routines Common terms for formulas in ILP

7. “It should be here you go. I often hear this, but I don’t know what it means.” (Roever, 2005, retrospective task)

8. Developmental formulas “Routines are whole utterances that are unusually error-free and show no transitional stages of development or systematic order of acquisition. They are learned as unanalyzed wholes, much as one learners a single word” (Krashen, Dulay, & Burt, 1982, pp. 232-233)

9. Target formulas Routine formulae are “highly conventionalized prepatterned expressions whose occurrence is tied to more or less standardized communication situations…Conversational routines are tacit agreements, which the members of a community presume to be shared by every reasonable co-member. In embodying social knowledge they are essential in the handling of day-to-day transactions” (Coulmas, 1981, pp. 2-4)

10. Semantic Formulas Components of a speech act set, e.g., for an apology I’m really sorry [head act], it’s all my fault [statement of responsibility], I’ll buy you a new one [redress], it won’t happen again [promise of forbearance]

11. Commoncharacteristics A formula is “a sequence, continuous or discontinuous, of words or other meaning elements, which is, or appears to be, prefabricated, that is, stored and retrieved whole from memory at the time of use, rather than being subject to generation or analysis by the language grammar” (Wray, 2000, p. 465)

12. What role do formulas play in the acquisition of L2 pragmatics?

13. Characteristics of developmental formulas • at least two morphemes in length • phonologically coherent; fluently articulated, nonhesitant; • unrelated to productive patterns in speech; • greater complexity than learner’s output; • used repeatedly and always in the same form; • may be inappropriate or otherwise idiosyncratic. (Myles, Hooper, & Mitchell, 1998, p. 325)

14. Analysis of formulas Formula > low-scope pattern > construction (Ellis, 2002)

15. Grammar catches up to formulas (R. Ellis, 1984; Krashen & Scarcella, 1978) Formulas Grammar ↑ Formulas inspire grammar (Hakuta, 1974; Nattinger & De Carrico, 1992) Formulas ↓ Grammar Grammar and formulas

16. What do we know about developmental sequences in the second language acquisition of pragmatics?

17. Wes(Schmidt, 1983)Formulaic and creative utterances 1. Shall we go 2. Sitting? (“shall we sit down?” or “would you like to sit down?”) 3. Please next month send orders more quick. 4. Shall we maybe go out coffee now, or you want later?

18. Inversion in grammar and formulas 5. Ah, you has keys? 6. When Tim is coming? 7. Do you have time? 8. Are you busy?

19. Intersecting analyses “Shall we go?” • Exceeds grammar (Developmental formula) • Recurrent sequences, used in specific situations (Target formula)

20. Nonintersecting Analyses “I think” and “maybe” • Use is accounted for by grammar (not a developmental formula) • Recurrent sequences, used in specific situations (target formula)

21. Target formulas “From a sociolinguistic point of view, it is important to learn routines at any learning stage because they embody the societal knowledge that members of a given community share …routine formulas are thus essential in the verbal handling of everyday life” (House, 1996, pp. 227-228)

22. Target formulas Formulas may also be (7) situationally dependent and (8) community-wide in use (Myles, Hooper, & Mitchell, 1998, p. 325) (cf. semantic formulas in pragmatics)

23. Estimated NS formula use

24. Target formulas in ILPRate of use Lower rate of use of formulas by learners than native speakers (Edmondson & House, 1991; Blum-Kulka & Olshtain, 1986; but see De Cock, 2000)

25. Formulas show development (morphology, syntax, lexicon, suprasegmentals) • Form emerges in stages • Routine from the IL • Appropriate use of formulas, ‘accuracy problems’ • Right formula, wrong delivery • Right formula, unnecessary particles (e.g. ne; L2 Japanese)

26. Form emerges in stages (morphology, syntax, lexicon, suprasegmentals)

27. Stages in the acquisition of “yeah, but” • bare “but”(Example10) • unconventional (creative) agreement + “but”(Example 11) c. “yeah, but”also alternates with “yeah, so”, “yeah, no” (Examples 12-13) d. “yeah, but” as preferred disagreement marker (Example 14) (Bardovi-Harlig & Salsbury, 2004)

28. Coinage of a formula from the IL System (Edmondson & House, 1991; Wildner-Bassett, 1994; Oppenheim, 2000; De Cock, 2000; Rehbein, 1987; Yorio, 1989) • L1-based usage • IL-based usage (created using IL resources) • Relied on idiosyncratic recurrent sequences, approximations of NS

29. L1-based usage NNS Production NS production (L1 Spanish) (L1 English) Silence! (¡Silencio!) Shut up! Be quiet! Congratulations Happy Birthday (Felicidades) Pass (Pase) Come (on) in (Scarcella, 1979)

30. IL-based usage • 'I very appreciate' (Eisenstein & Bodman, 1986)

31. Appropriate use of formulas with ‘accuracy problems’ (Wildner-Bassett, 1994; Yorio, 1989) • take advantages of • are to blamed for • a friend of her

32. Use of the right formula, but wrong delivery(Tateyama, 2001, L2 Japanese) • too smooth where hesitancy is required • not apologetic sounding (in apology usage) • abrupt • intonation • “mechanical” delivery (House, 1996)

33. Use of the right formula, add unnecessary (untargetlike) particles (e.g. ne) (in the learning of Japanese, Tateyama, 2001)

34. Form-meaning-use adjustments • Overgeneralization: Over generalized use of formulas resulting in a loss of original function through overuse (Félix-Brasdefer, 2005; Kecskes, 2000, 2003; Tateyama, 2001; Wildner-Bassett, 1994)

35. S1: Can I borrow your pen? S2: Would you like some candy? S3: Can I talk to you after class? Sure, no problem Sure, no problem Sure, no problem Same response in multiple situations (Kecskes, 2000)

36. Undergeneralization Lack of pragmatic realization in L2 repertoire (some formulas aren’t used where they are expected) (Wildner-Bassett, 1994; Tateyama, 2001; Edmondson & House, 1991; Kecskes, 2000)

37. Misuse L2 sequence is used with a different meaning (Scarcella, 1979; general formula research, De Cock, 2000) Excuse me I’m sorry (Borkin & Reinhart, 1978)

38. Targetlike use Appropriate use of well-formed routine formulas

39. If learners don’t always produce (targetlike) formulas, do they recognize them? Recognition of formulas

40. Claudia calls her friend Dennis. Dennis isn’t home but Claudia would like the person who answered the phone to tell Dennis something. What would Claudia probably say? • “Can you write something?” • “Can I give you information?” • “Can you take a note?” • “Can I leave a message?” (Roever, 2005)

41. 18. In a crowded subway, a woman steps • on Jake’s foot. She says “I’m sorry.” • What would Jake probably say? • “That’s okay.” • “No bother.” • “It’s nothing.” • “Don’t mention it.”

42. 19. Ted is inviting his friend to a little party • he’s having at his house tomorrow night. • Ted: I’m having a little party tomorrow night • at my place. • How would Ted probably go on? • “How would you like to come in?” • “Do you think you could make it?” • “How about you’re there?” • “Why aren’t you showing up?”

43. 20. • −Bill, I do not think I can agree with you • −OK, shoot • b. −Frank, I think you really deserved that • prize. • −Get out of here. • c. −Jim, do you think you can repair the • coffee machine? • −Piece of cake. • (Kecskes, 2000, 2003)

44. OK, shoot (= go ahead) Get out of here (= don’t fool me) Piece of cake (= easy) (Kecskes, 2000, 2003)

45. 21. Asked what TV broadcasters said. NS a. “Stay tuned. We’ll be right back.” b. “We’ll have to take a break. Don’t go away.” c. “Stick around.” Learners d. “Keep your channel.” e. “When we come back we will an action.” (Kecskes, 2000, 2003)

46. Excuse me (Recognition)

47. DCT item 4. You go to the bookstore between classes for some pens and paper, but you can’t find what you want. You need help, but the student-employees are having a friendly conversation with each other. You have a test in your next class, so you can’t wait until they finish. You say: ____________________________________________________________________________

49. Task 4: Modified VKS(Paribahkt & Wesche, 1996) 4. Excuse me a. I don't remember having heard this expression before. b. I have heard this expression before, but I don't know what it means. c. I have heard this expression before, and I think it means ______________________________________________________ d. I know this expression. It means ______________________________________________________ e. I can use this expression in a conversation: _____________________________________________(If you do this section, please also do (d).

50. xyz