Dialogue with Non-Native Speakers and Changes in Interlanguage (original) (raw)
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The Maintenance of mutual understanding in online second language talk
Encounters in which at least one person is communicating in a second language (L2) are increasingly prevalent, and span many contexts and settings. However many of these settings remain under-researched, particularly those outside of formal language education . One such under-explored setting is the internet. In one particular internet context, L2 users of English have taken the opportunity to create voice-based chat rooms in which participants can practice their use of English. In such chat rooms, despite the huge variety in backgrounds and proficiencies, participants prove themselves to be highly skilled, resourceful and competent interactants, able to ensure mutual understanding as consistently and regularly as would be expected from first language users. However, as with any context involving any kind of interactants, there are occasions on which this mutual understanding appears to come under threat.
Communication Accommodation Theory: When Social Interactions in the Target Language Matter
Only recently has the main focus of SLA researchers shifted from analyzing recurrent errors second language learners make in stereotypical manners to the social and communicative aspects of interactions that second language learners are repeatedly involved in with either native speakers (NS) or non-native speakers (NNS) of the target language (Zuengler 223). According to Jane Zuengler “this shift toward learner’s interactionally situated research can be credited, in large part, to theoretical assertion by Krashen (1981,1982) that comprehensible input from the L2 learner’s interlocutor is crucial for language acquisition to take place (223)”, a hypothetical claim which has encouraged a numerous number of contemporary SLA researchers to concentrate more on the dynamic of these social interactions and their plausible role in second language acquisition. Given that the second language learners’ communicative interaction with native speakers has a crucial role in enhancing learners’ ling...
2010
This article investigates social and interactional aspects of second-language (L2) talk elicited for research purposes from a conversation analytic angle, examining existing theoretical notions regarding elicited data in light of their collaborative and interactional contingencies. The analysis suggests that participants may draw from fundamental aspects underlying naturally occurring interaction in elicited L2 interaction, even when demonstrably "doing role-play." Classifying elicited interaction primarily with dichotomous notions surrounding the authenticity, artificiality, or social consequences of such talk oversimplifies the nature of the talk and fails to acknowledge other elements structuring elicited interaction that, thus far, have not yet been fully explored.
Communication A Study of Negotiation of Meaning in Native-Nonnative Speaker Interaction
2016
Link to publication Citation for published version (APA): Deen, J. Y. (1995). Dealing with problems in intercultural communication: a study of negotiation of meaning in native-nonnative speaker interaction [s.l.]: [s.n.] General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.? Users may download and print one copy of any publication from the public portal for the purpose of private study or research? You may not further distribute the material or use it for any profit-making activity or commercial gain? You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright, please contact us providing details, and we will remove access to the work immediately and invest...
2006
This study investigates the effects of teaching American learners of German culture-specific complimenting behavior with findings in conversation analysis (CA). Using CA as a tool to analyze dyadic L2 learner interaction, this study focuses on how L2 learners realize sequences underlying L2 complimentresponses in talk-in-interaction. Based on two data examples of NNS-NNS interaction, it will be demonstrated that (1) L2 learners display their structural awareness of the sequential organization of a particular L2 compliment-response and use it in talk-in-interaction; (2) L2 learners employ distinct discourse markers to signal to their co-participants the specific use of L2 sequential patterns; (3) L2 learners display their cultural orientation as they apply the L2 sequences and thus make the ''foreign'' sequences a locus for negotiating their own cultural identity. While the data suggest that teaching L2 conversational sequences may be effective to heighten L2 learners' cultural awareness, problematic aspects involved in L2 learners' negotiating cross-cultural differences in their talk, such as fallacious interpretations of the teaching materials and the need for displaying their own cultural orientation, are equally reflected in the structure of their talk. The data thus show the inherently social nature of L2 interaction in the context of foreign language teaching. # ) show how pragmatic transfer on the sequential level may lead to disfluency or disruptions within conversation in cross-cultural encounters. As their conversation analytic examinations demonstrate, disruptions occur precisely at or after juncture points at which the sequential organization of the languages involved differ. Golato (2002a) illustrates how a compliment exchange between German and American speakers leads to disruptions in the conversational flow as both participants orient towards the sequential organization of compliments and compliment-responses of their native languages. demonstrates how Iranian speakers of German experience difficulties in negotiating every-day telephone opening routines, equally due to the mechanism of negative pragmatic transfer on the sequential level, i.e. speakers provide ''next'' turns that are not part of the interlocutors' sociopragmatic repertoire.
It is widely assumed that interaction between Native and Non-Native speakers has a positive effect on input understood by the learner. This primary data for second language acquisition (SLA) is also called “intake” (Corder 1967). It is also widely assumed that Native Speakers (NSs) seek to adjust to the interactional set up of conversation (Long, 1980, 1982, 1983). In this paper, we investigate the relevance of introducing, in addition to the instructor; more Native Speakers in the classroom, arguing that it would be highly beneficial for the L2 learners to interact with same age NSs. Researchers have found that NSs use a “simplified” kind of language which has shorter utterances, reduced syntactic complexity, and privileges high frequency lexical items and idioms (Arthur et al. 1980; Freed 1978, among others). In the presence of Non-native speakers with very low level of proficiency, NSs use also a simplified speech that can be ungrammatical. When it happens NSs suppress articles or copula and/or inflectional morphology (Ferguson 1975; Meisel 1977, Long 1980, 1982, 1983). We want to show that this “simplified talk”, used by NSs interacting with Non-native Speakers (NNSs) in an environment controlled by an instructor, helps NNSs to get a better quality input and acquire a second language more rapidly.
Foreigner Talk: Interactional Adjustments in Verbal Encounters- A Case Study
International Journal of Dravidian Linguistics, 2021
Foreigner talk refers to a simplified variety of language used by native speakers when addressing non-native speakers generally in a cross-cultural communication context. While native speakers naturally adjust their speech to accommodate non-native speakers on lexical, grammatical, and prosodic levels, they are also making adjustments on the level of discourse. It has been perceived that these interactional adjustments are very crucial for the promotion of communication between people from different socio-cultural and linguistic backgrounds. This article seeks to identify various interactional features used in the conversations by English speaking international tourists as they socially and commercially interact with the local participants with different levels of communicative proficiency. The discussion and findings in this article are drawn by using ethnographic research conducted in a few major international tourist destinations in Kerala. The study has found out that the fluent speakers of English in international tourist centres adopt significant verbal techniques in order to reduce the strain of cross-cultural communication as they interact with people having various levels of linguistic comprehension.
L2 Learner Talk-about-Language as Social Discursive Practice
L2 Journal, 2009
The purpose of this article is to explore the discursive and social functions of talk engaged in by language learners about language in natural settings, to raise awareness of the benefits of such practice, and to discuss some of its pedagogical implications. Authentic interactions between study-abroad students and native speakers of German that deal overtly with aspects of language are analyzed. These conversational events are labeled "Talk-about-Language" and are distinguished from focus-on-form (Long, 1991) because they do not relate directly to the acquisition of particular forms, and because they do not occur in the classroom, but rather in naturalistic settings in Germany. The research questions for the analysis are (1) how do L2 learners engage in Talk-about-Language?, (2) what conversational or discursive functions does Talk-about-Language serve?, and (3) how is Talk-about-Language to be understood as social practice? Employing some of the tools of conversation and discourse analysis, several conversational excerpts are analyzed in order to categorize Talk-about-Language events into a taxonomy and explore Talk-about-Language as a component of L2 learners' socialization as legitimate peripheral participants in the L2 culture (Lave & Wenger, 1991). Implications for issues of language program articulation, curriculum design, and classroom practice are also discussed.
Conversation Analysis, Applied Linguistics, and Second Language Acquisition
Language Learning, 2004
So far in this monograph I have explicated the organization of L2 classroom interaction using a CA methodology applied to an extensive database. Although I have considered some issues related to the theory and practice of L2 teaching, I have not so far attempted to relate the study to broader research paradigms, which is the focus of this chapter. The overall aim of this chapter is to consider how CA can be located in and contribute to the research agendas of AL and SLA. Following Larsen-Freeman (2000), SLA is seen as a subfield of AL: AL draws on multidisciplinary theoretical and empirical perspectives to address real-world issues and problems in which language is central. SLA draws on multidisciplinary theoretical and empirical perspectives to address the specific issue of how people acquire a second language and the specific problem of why everyone does not do so successfully. (p. 165