This case study examines the language problems that are noted and further managed by a Japanese language learner studying at an Australian university. Through the use of interviews as well as the analysis of the learner’s natural conversation, the study mainly focuses on some major factors that affect these management processes. To date, there has been little research on noting and other management processes in out-of-class natural contexts, in particular that on presentational problems noted by foreign language learners. Utilising an approach that incorporates language management theory and activity theory, this study reveals that these problems seem to be perceived and managed seriously by the learner in his conversation.
The findings also indicate that one of the major factors that affect the learner’s language management processes is a contradiction that emerges between two activities of the communities where the learner and his interactants are situated. This contradiction, in turn, seems to lead to a number of other contradictions between the three interactants’ goals of the conversation, which possibly affect the learner’s evaluations of language deviations and consequent adjustments in complex ways. Other factors include the learner’s L2 use history, such as formal Japanese study, which might contribute to his correctness-oriented approach, and the strength of indication of each participant’s preference for English or Japanese.
A case study of Readers Theatre in a primary Norwegian EFL class
