TESOL teacher, Université Joseph Fourier, France

Title
English Language acquisition: how do L2 learners compensate for their verbal-linguistic weaknesses?

Abstract
“English enjoys a position in the world well beyond that which might be expected by the number of its native speakers” Goodman & Graddol (1996: 197). This growing demand entails an overall comprehension and mastery of English, nonetheless such an expansion imposes significant changes on the language. Undeniably, this global status of English threatens its authenticity given the ‘mutations’ it is undergoing. In this respect, we evoke the developing tendency of lingua franca, a by-product of globalization and the massive use of English as a means of communication in almost all fields. Yet, how do L2 learners compensate for their verbal-linguistic weaknesses? A case study compares the oral production of 25 non-native English learners and 20 native English speakers. It studies their comprehension and production skills in two oral tasks (general and technical knowledge) and investigates further the information structure used by both. To underline similarities/differences between monolingual and bilingual education, we will stop at the use of body language and visual cues in the oral expression of L2 learners: Why do these cues accompany the different stages of learning? Are they significantly used by L1 learners? Do they make up for linguistic handicaps in L2? Is gestural expression less common in L1 speakers and is, thus, considered a flaw?