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At the end of the course
- students are able to describe and apply linguistic theories on non-nativeness and to relate them to communicative effects;
- students have a thorough understanding of knowledge pertaining to non-nativeness and are critically aware of the limitations of this kind of research;
- students have a comprehensive understanding of approaches and techniques used in the domain of non-nativeness research;
- students are able to report on the state of the art in non-nativeness in the form of a research proposal presented in an form of an academic poster.
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1. Introduction to Non-nativeness and Multilingualism
2. Cultural differences in Argumentation
3. The effect of Non-nativeness: Attention in advertising/job ads (eyetracking)
4. Receptive Multilingualism as a language mode in the Dutch-German border area
5. Visual metaphors
6. Accentedness and non-nativeness
VILLA Varieties of Initial Learners in Language Acquisition
7. Gestures and non-nativeness
Successful communication is a key factor for social and cultural integration. At the same time, increasing numbers of people travel, live, or work in a non-native language environment, and thus speaking multiple languages that are not their mother tongue. However, the processing of these non-native languages is a complex cognitive task; speaking and listening to a non-native speaker asks for both socio-cultural as for language-specific strategies.
In this course we focus on the effects of multilingualism in the real world, ‘in the wild’; what effect does non-nativeness have to comprehensibility, status and image and media choice but also for example on safety in a multilingual working team in international organizations. Would it not be helpful if we all could learn to use new languages in a native way? Or, would it not be great if we all could speak our mother tongue and at the same time listen and comprehend all other languages from all over the world (Receptive Multilingualism) but especially from our neighbours (German, French)? And how can a new language best be learned; in a classroom with a grammar book or better in daily life in the country and the culture immersed in the language belongs to? Is there a difference between learning your mother tongue and learning a second language? Is it possible to reach the “perfect” native level in a second language? Does learning to speak and listen in a new language really mean that you have to learn to think or literally look at the world around you in a different way? Although we will discuss also articles in this more theoretical Language and Thought debate, we want to focus on empirical research carried out by the Nijmegen Centre for Language Studies (ranging from corpus analyses and surveys, acquisition input manipulations to eyetracking and technical speech perception analyses) mainly on Language Acquisition.
As part of the course there will be a miniconference in Münster (Westfälische Wilhelm Universität) with presentations via postersessions and a guest lecture.
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