Deployment of the formulaic utterance “how about∼” in task-based second language classroom discussions

2021 ◽  
Vol 18 (4) ◽  
pp. 425-446
Author(s):  
David Aline ◽  
Yuri Hosoda
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Fine Grained ◽  
Japanese Learners Of English ◽  
Language Classroom ◽  
Alternative Procedures ◽  
Japanese Learners

Abstract Formulaic speech has long been of interest in studies of second language learning and pragmatic use as production and comprehension of formulaic utterances requires less processing and production effort and, therefore, allows for greater fluency. This study scrutinizes the sequential positions and actions of one formulaic utterance “how about∼” from the participants’ perspective. This conversation analytic study offers a fine-grained microanalysis of student interaction during classroom peer discussion activities. The data consist of over 54 h of video-recorded classroom interaction. Analysis revealed several positions and actions of “how about∼” as it occurs during peer discussions by Japanese learners of English. Emerging from analysis was a focus on how learners deploy this formulaic utterance to achieve various actions within sequences of interaction. Analysis revealed that participants used “how about∼” for (a) explicitly selecting next speaker, (b) shifting topics, (c) proposing a solution, and (d) suggesting alternative procedures. Although the formula was deployed to perform these four different actions, consistent throughout all instances was the disclosure of learner orientation to the progressivity of the task interaction. The findings show how language learners deploy this formulaic utterance in discussion tasks designed for language learning and highlights the pragmatic functions of this phrase.

Deployment of I don’t know and wakannai in second language classroom peer discussions

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Yuri Hosoda ◽  
David Aline
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Classroom Interaction ◽  
Target Language ◽  
Epistemic Stance ◽  
Japanese Learners Of English ◽  
Peer Discussions ◽  
Japanese Learners

Abstract This conversation analytic study explicates the differential actions of the English phrase I don’t know (IDK) and its equivalent in Japanese, wakannai, as deployed by Japanese learners of English during peer discussions for language learning. By examining natural classroom interaction, we explore second language (L2) speakers’ use of these tokens for various pragmatic actions. The data consist of 47 h of discussions in English language classes in three Japanese universities. The discussions were carried out in the target language, English, for the most part, but occasionally the participants used their common first language (L1), Japanese. All cases of IDK and wakannai examined here occurred in first positions during production of opinions or first assessments. The analysis revealed that within a single discussion session, the participants marshalled IDK and wakannai to perform differential actions. Overwhelmingly, in our data, IDK was deployed to manage their epistemic stance, while wakannai was produced to make a public assertion of their insufficient knowledge.

Social Networking Sites and Critical Language Learning

2009 ◽  
pp. 237-258 ◽  
Author(s):  
Andy Halvorsen
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Identity Formation ◽  
Language Learners ◽  
Critical Literacy ◽  
Social Networking Sites ◽  
Second Language Learners ◽  
Social Networking Site ◽  
Japanese Learners Of English ◽  
Japanese Learners

This chapter looks at the potential use of Social Networking Sites (SNSs) for educators and second language learners. It views SNSs broadly through the lens of Critical Language Learning (CLL) and looks at specific issues of identity formation, student empowerment, learner autonomy, and critical literacy as they relate to the use of SNSs. This chapter also reports the results of an initial project to make use of the MySpace social networking site for Japanese learners of English. It is hoped that this chapter will raise awareness of some of the complex issues surrounding the use of SNSs by language learners and that it will lead to further research and consideration of these issues.

Social Networking Sites and Critical Language Learning

2010 ◽  
pp. 1061-1082 ◽  
Author(s):  
Andy Halvorsen
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Identity Formation ◽  
Language Learners ◽  
Critical Literacy ◽  
Social Networking Sites ◽  
Second Language Learners ◽  
Social Networking Site ◽  
Japanese Learners Of English ◽  
Japanese Learners

This chapter looks at the potential use of Social Networking Sites (SNSs) for educators and second language learners. It views SNSs broadly through the lens of Critical Language Learning (CLL) and looks at specific issues of identity formation, student empowerment, learner autonomy, and critical literacy as they relate to the use of SNSs. This chapter also reports the results of an initial project to make use of the MySpace social networking site for Japanese learners of English. It is hoped that this chapter will raise awareness of some of the complex issues surrounding the use of SNSs by language learners and that it will lead to further research and consideration of these issues.

scholarly journals Classroom Participation as a Performative Act of Language Learners’ Identity Construction

2018 ◽  
Vol 6 (3) ◽  
pp. 72-84
Author(s):  
Rea Lujić
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Identity Construction ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Learner ◽  
Classroom Participation ◽  
Learner Identity ◽  
Language Classroom ◽  
L2 Learners

Abstract In the first part of this study, we briefly present different approaches used to define the concept of second language learners’ identity. Then we introduce Butler’s theory of performativity (1988) and we attempt to apply its main concepts as tools for describing L2 learners’ identity. In the second part of the study, we try to answer the following question: What are typical performative acts of a good and a poor language learner in the language learning classroom? Our research suggests that performing a good language learner identity refers to the learner’s frequent and repetitive participation in utterances whose content is related to the language classroom, regardless of the chosen communicative resources. As for performing a poor language learner identity, it appeared that it refers to the learner’s repetitive and frequent participation in utterances whose content is not related to the language classroom, regardless of the chosen communicative resources.

scholarly journals A Descriptive Study: Factors Affecting the Pronunciation of English Language (L2)

2020 ◽  
Vol 1 (2) ◽  
pp. 1-16
Author(s):  
Tania Ali Khan
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Classroom Environment ◽  
English Language ◽  
Secondary Source ◽  
Teaching Methodologies ◽  
Factors Affecting ◽  
Language Classroom

Acquiring correct second language pronunciation is an indispensable part of the language learning process. It plays a substantial role in enhancing the communicative competence and performance of second language learners. The learning of pronunciation is a very sensitive and complicated aspect of the English language classroom. However, all English language learners are not equally good in learning pronunciation. The aim of this research is to explore the factors which affect the pronunciation of English language learners. Theories, empirical evidence, and personal observations are discussed in this study which classifies the factors affecting pronunciation into two types, that is, inner and outer factors. Inner factors include age, brain, aptitude, types of learners and goals. Outer factors include first language interference, motivation, types of teachers and teaching methodologies, classroom environment, and institutional variables. This research is significant because it highlights the importance of acquiring pronunciation of the second language. Moreover, it provides an insight to language teachers and learners which allows them to critically understand the factors which affect the pronunciation of English as a second language as well as to reflect on their own learning and teaching methodologies. This research is qualitative and descriptive in nature. To support the arguments presented in this research, the researcher sought help form primary source books, personal observations and empirical studies, as well as secondary source research articles, journals and reviews. In conclusion, this study also gives some suggestions to teach pronunciation in the English language classroom.

Factoring out the parallelism effect in VP-ellipsis: English vs. Dutch contrasts

2009 ◽  
Vol 25 (4) ◽  
pp. 427-467 ◽  
Author(s):  
Nigel Duffield ◽  
Ayumi Matsuo ◽  
Leah Roberts
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Qualitative Difference ◽  
Japanese Learners Of English ◽  
Vp Ellipsis ◽  
Computer Based ◽  
Japanese Learners

Previous studies, including Duffield and Matsuo (2001; 2002; 2009), have demonstrated second language learners’ overall sensitivity to a parallelism constraint governing English VP-ellipsis constructions: like native speakers (NS), advanced Dutch, Spanish and Japanese learners of English reliably prefer ellipsis clauses with structurally parallel antecedents over those with non-parallel antecedents. However, these studies also suggest that, in contrast to English native speakers, L2 learners’ sensitivity to parallelism is strongly influenced by other non-syntactic formal factors, such that the constraint applies in a comparatively restricted range of construction-specific contexts. This article reports a set of follow-up experiments — from both computer-based as well as more traditional acceptability judgement tasks — that systematically manipulates these other factors. Convergent results from these tasks confirm a qualitative difference in the judgement patterns of the two groups, as well as important differences between theoreticians’ judgements and those of typical native speakers. We consider the implications of these findings for theories of ultimate attainment in second language acquisition (SLA), as well as for current theoretical accounts of ellipsis.

scholarly journals German discourse particles in the second language classroom

2020 ◽  
Vol 1 (2) ◽  
pp. 184-210
Author(s):  
Andreas Trotzke ◽  
Ermenegildo Bidese ◽  
Manuela Caterina Moroni
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Proficiency Levels ◽  
Modal Particles ◽  
Discourse Particles ◽  
Cohesive Devices ◽  
Language Classroom

Abstract One of the main pedagogical objectives for language learners at high proficiency levels is to use ‘cohesive devices’ when writing a text or conducting a conversation. Usually, curricula stress the importance of clause-internal cohesion (by means such as connectives: and, but, when, because, etc.). By contrast, we stress the importance of cohesion at the level of the dialogue and in this context focus on discourse (aka ‘modal’) particles as a means to yield cohesion at that level. In this domain, German discourse particles represent a challenging learning objective for second language learners of German. This paper explores some production patterns of German discourse particles in L2 German by L1 Italian learners. We show that looking at those elements can provide new insights because these elements allow us to tease apart problems within syntax as compared to the lexicon-pragmatics interface in second language learning.

The Generalization of Instruction on Genitive Relative Clause in the Acquisition of English as a Foreign Language

2006 ◽  
Vol 151 ◽  
pp. 99-113
Author(s):  
Akihiro Ito
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Relative Clause ◽  
Relative Clauses ◽  
Foreign Language Learning ◽  
Control Group ◽  
Test Results ◽  
Japanese Learners Of English ◽  
Special Instruction ◽  
Japanese Learners

This study examines the generalization of instruction in foreign language learning. A group of Japanese learners of English served as participants and received special instruction in the structure of genitive relative clauses. The participants were given a pre-test on combining two sentences into one containing a genitive relative clause wherein the relativized noun phrase following the genitive marker "whose" is either the subject, direct object, or object of preposition. Based on the TOEFL and the pre-test results, four equal groups were formed; three of these served as experimental groups, and one as the control group. Each experimental group was given instruction on the formation of only one type of genitive relative clause. The participants were then given two post-tests. The results indicated that the generalization of learning begins from structures that are typologically more marked genitive relative clauses to those structures that are typologically less marked, and not vice versa.

(In)Commensurable Discourse: Researchers and Practitioners Bring Pragmatics to Language Learning

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Julie M. Sykes
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Empirical Research ◽  
Primary Component ◽  
Theory And Practice ◽  
Language Classroom ◽  
Growing Body ◽  
Valuable Role

AbstractThe recent surge in a growing body of empirical research is evidence of a strong theoretical push towards L2 pragmatic acquisition in the field of second language acquisition; yet, the reality is that we see very little evidence of pragmatics instruction in L2 contexts, suggesting a notable disconnect between theory and practice. This viewpoints article explores the valuable role both researchers and practitioners play in bridging the gap between theory and practice with the intention of bringing pragmatics to the forefront of the language classroom. It briefly discusses the importance of including pragmatics as a primary component of second language (L2) learning and then explores various obstacles to pragmatics instruction, paying special attention to the role both researchers and practitioners can play in overcoming them. Examples from current projects related to L2 Spanish pragmatics are presented where relevant.

Teaching Adult Second Language Learners Who Are Emergent Readers

2011 ◽  
Vol 31 ◽  
pp. 120-136 ◽  
Author(s):  
Martha Bigelow ◽  
Patsy Vinogradov
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Learning Needs ◽  
Formal Schooling ◽  
Emergent Readers ◽  
Print Literacy ◽  
Historical Issues

Some second language (L2) learners are unique in that they bring low print literacy and limited formal schooling to the language learning enterprise. A range of personal, economic, historical, and political circumstances bring them to highly literate, industrialized societies where print literacy becomes not only desirable but necessary to earn a living and participate in a range of everyday activities. This article is a review of current research related to this population of learners for the purpose of informing educators about their particular teaching and learning needs. While the emphasis is on scholarship focused on adult L2 emergent readers, attention is also given to related research with bi- and multilingual children and monolingual adults who are not print literate. Finally, sociopolitical and historical issues are touched upon with regard to broader policy matters that may have contributed to or perpetuate low print literacy.

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