Negative constructions in nonliterate. Finnish
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1 Negative constructions in nonliterate learners spoken L2 Finnish Taina Tammelin-Laine LESLLA 2014
2 Contents Background Participants Data collection and analysis Classroom as the interactional setting of the study Verb conjugation and negative construction in Finnish Data Results Conclusions
3 Background This study is a part of my on-going PhD study on how non-literate adults learn Finnish as their L2 Hardly any previous research on the field in Finland We have almost no findings on the SLA processes of members of [ ] low-literate and illiterate adult learners. and As a result, we do not know how literacy level affects the acquisition of oral L2s. (Tarone, Bigelow, & Hansen 2009, p. 2, 22.) The study is not firmly based on any SLA theory but the general premise of it is the usage-based theory of additional language learning
4 Data collection and analysis Two language and literacy classes at two adult education centers August December 2010, January May 2011 Participant observation (notes, audiotaping) Analysis both quantitative and qualitative
5 Participants Participant AEC Age* Country of origin L1 L2s Length of residence* Amina A 45 Afghanistan Dari Russian 15 months Husna A 45 Afghanistan Dari 16 Kurdish Rana A 28 Iran Farsi 12 (sorani) Asra B 24 Afghanistan Dari Farsi 18 *In August 2010, in the beginning of the data collection AEC = Adult education center
6 Classroom as the interactional setting of the study For the participants the main place for encountering Finnish Classroom interaction mostly lead by the teacher: (teacher s) initiation (I) (learner s) response (R) (teacher s) feedback (F) In real interactional situations, almost no corrective feedback given by the teacher The main focus of teaching A: reading skills B: reading skills alongside oral skills Negative construction only mentioned in the reader used especially at adult education center A
7 Verb conjugation and negative construction in Finnish Conjugation of the verb asua to live in affirmative and negative forms (present tense, the indicative mood) Affirmative (minä) asun (sinä) asut hän asuu (me) asumme (te) asutte he asuvat Negative (minä) en asu (sinä) et asu hän ei asu (me) emme asu (te) ette asu he eivät asu negative construction: auxiliary ei + lexical verb inflected in person and number bare stem
8 Data Amina Asra Husna Rana Total Number of words Number of turns Declarative turns with verb(s) Interrogative turns with verb(s) Percentage of turns with verb(s) Number of different verbs used
9 Data Amina Asra Husna Rana Total Number of words Number of turns Declarative turns with verb(s) Interrogative turns with verb(s) Percentage of turns with verb(s) Number of different verbs used
10 Negative constructions in the data Amina Asra Husna Rana Total Total of turns with verb(s) Neg. declaratives with lexical verb(s) Neg. declaratives with no lexical verb(s) Neg. interrogatives with lexical verb(s) Neg. interrogatives with no lexical verb(s) Total of neg. constr Percentage of neg. constr
11 Negative constructions in the data
12 The first occurrence of the negative construction type October Amina: EI without a lexical verb in DECLARATIVE Tämä ei (target: Sitä en tiedä) This no+sg3 That one I don t know Asra: EI without a lexical verb in DECLARATIVE Koti ei (target: Hän ei ole kotona) Home no+sg3 He is not at home Rana: EI without a lexical verb in DECLARATIVE Ei hyvä mies (target: Mies ei ole hyvä) No+SG3 good man The man is not good
13 The first occurrence of the negative construction type cont. January: Asra: EI + a lexical verb in DISJUNCTIVE QUESTION March: Kirja ei kirja? (target: Kirjoitanko vai en?) Write+SG3 no+sg3 write+sg3? Shall I write or not? Amina: EI without a lexical verb in QUESTION Ei koira? (target: Eikö sinulla ole koiraa?) No+SG3 dog? Don t you have a dog? Asra: EI + a lexical verb in QUESTION Ei kirjoita? (target: Enkö kirjoita tätä?) No+SG3 write+neg Shall I not write this?
14 The first occurrence of the negative construction type cont. March Asra: EI + a lexical verb in DECLARATIVE Minä ei tiedä (target: (Minä) en tiedä) I no+sg3 know+neg I don t know Husna: EI without a lexical verb in DECLARATIVE Käsi ei hyvä (target: Käsi ei ole terve) Hand no+sg3 good The hand is not fine
15 The first occurrence of the negative construction type cont. April Amina: EI + a lexical verb in DECLARATIVE Tämä ei kirjoittaa (target: Tätä en kirjoita) This no+sg3 write+sg3 This one I don t write EI + a lexical verb in DISJUNCTIVE QUESTION Lukee ei kirjoita (target: Luenko vain, en kirjoita?) Read+SG3 no+sg3 write+neg Shall I just read this, not write?
16 The first occurrence of the negative construction type cont. May Rana: EI + a lexical verb in DECLARATIVE Ei nukkuu (target: En nuku) No+SG3 sleep+sg3 I don t sleep EI without a lexical verb in DISJUNCTIVE QUESTION Hyvä ja ei hyvä (target: Onko tämä hyvä vai ei? Good and no+sg3 good Is this good or not? EI without a lexical verb in QUESTION Ei kotona opettaja? (target: Eikö mennä kotiin, opettaja?) No+SG3 at home teacher Don t we go home, teacher?
17 Conclusions Typical of all the participants: low use of verbs in general EI without a lexical verb in declarative utterance occurs first no conjugation of EI wide use of EI without a lexical verb both in declaratives and questions throughout the data collection period (cf. Eskildsen 2012) the lexical verb used with EI is mostly in correct form only the conjugation of EI is missing (cf. En asun pattern in Puro 2002)
18 Conclusions cont. Individual differences in the number of negative constructions the time of the first occurrence of EI without a lexical verb the order and time of the first occurrence of the negative construction types other than EI without a lexical verb the complexity of negative constructions The most complex negative constructions (EI + a lexical verb in a question / disjunctive question) are used only by the most fluent readers The less fluent reader uses the less negative constructions and verbs in general
19 Conclusions cont. To learn the more complex use of negative construction than just the word EI the participants need more focused instruction affordances encountered in real interactive situations during the teaching are not enough
20 References Eskildsen, S. W. (2012). L2 negation constructions at work. Language Learning, 62(2), Puro, T. (2002). Suomi toisena kielenä -aikuisoppijan verbien kehittyminen alkeiskurssilla [The development of verbs by adult L2 Finnish learners during the course in basic language skills] (Unpublished licentiate dissertation). University of Jyväskylä, Finland. Tarone, E., Bigelow, M., & Hansen, K. (2009). Literacy and second language oracy. Oxford: Oxford University Press.
21 Thank you!
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