A conversation analytic study of error correction outside of the second language classroom

Semiotica ◽  
2018 ◽  
Vol 2018 (222) ◽  
pp. 87-99 ◽  
Author(s):  
Virginia David
Keyword(s):  
Second Language ◽  
Nonnative Speakers ◽  
Distinct Pattern ◽  
The Other ◽  
Nonnative Speaker ◽  
Candidate Solution ◽  
Naturally Occurring ◽  
Language Classroom ◽  
Nonnative Speakers Of English ◽  
Expert Novice

AbstractThis study investigates repair sequences between two nonnative speakers of English while they engaged in naturally occurring talk outside of the second language classroom. Eight hours of naturally occurring talk between native and nonnative speakers were collected and analyzed. The present study reports on one hour of the data which shows two types of repair: Self-initiated and other-corrected and other-initiated. The analysis of the repair sequences shows that the self-initiated and other-corrected repair sequences follow a distinct pattern of asking for confirmation on the production of a language item and receiving a correction, while the other-initiated repair is done differently from the ones found in the literature on repair and do not follow the rules of preference for self-correction described by some researchers in the Conversation Analysis literature. In addition, the other-initiated repair analyzed in this study does not appear to be modulated, that is, the person initiating the correction does not offer a candidate solution by asking a question and displaying uncertainty, as researchers found. The repair sequences show a particularly interesting expert-novice relationship in which one nonnative speaker relies on a more expert nonnative speaker to communicate with a native English speaker.

scholarly journals Peer Repair in a Second Language Class: A Conversation Analytic Study

2021 ◽  
Vol 8 (6) ◽  
Author(s):  
Ziyang Gao ◽  
Keyword(s):  
Second Language ◽  
Conversation Analysis ◽  
Teaching And Learning ◽  
Nonnative Speakers ◽  
Second Language Teaching ◽  
Class A ◽  
Language Class ◽  
Naturally Occurring ◽  
Language Classroom ◽  
Nonnative Speakers Of English

Conversation analysis is a significant approach on research of the second language teaching and learning, among which repair has attracted more and more attention from scholars. This study investigates peer repair sequences between three nonnative speakers of English while they engaged in free talk in the second language classroom. 40 minutes of naturally occurring talk between nonnative speakers were collected and analyzed. The present study reports on the data shows two types of peer repair: first, self-initiated and other-corrected; second, other-initiated and other-corrected. The analysis of the peer repair sequences shows that the self-initiated and other-corrected repair sequences follow a pattern of asking for confirmation on the production of a language item and receiving a correction, while the other-initiated repair do not follow the rules of preference for self-correction described in conversation analysis.

"Die wat Betekent Die?"

2001 ◽  
Vol 65 ◽  
pp. 123-135
Author(s):  
Jeanine Deen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Native Speaker ◽  
Nonnative Speakers ◽  
Relative Distribution ◽  
Interaction Data ◽  
Negotiation Of Meaning ◽  
Nonnative Speaker

In conversations between native and nonnative speakers, problems in understanding may occur quite frequently. If one of the speakers tries to repair the trouble, negotiation of meaning will take place. This article describes the roles native and nonnative speakers of Dutch play in negotiating meaning in informal and institutional conversations and the influence of language proficiency and setting on the role distribution. Interaction data were used from a large longitudinal adult second language acquisition project (Perdue, 1993a/b). The relative distribution of the three main negotiation moves (trouble indicators, trouble clarifications and confirmation checks) showed that asymmetry occurs in both types of conversation at all three moments of measurement indicating that language proficiency is indeed a factor causing asymmetry (c.f. Deen, 1997). The nonnative speaker and the native speaker held complementary roles, the former mainly indicating trouble and the latter clarifying and checking. The influence of setting on the asymmetry was less clear because there was little difference between the two settings. The semi-authenticity of the data may partly explain this outcome. Furthermore, it could be shown that the use of confirmation checks by the native speaker could be an indicator of dominance but only when there is competition between the two speakers.

scholarly journals Processing reflexives in a second language: The timing of structural and discourse-level constraints

2011 ◽  
Vol 33 (3) ◽  
pp. 571-603 ◽  
Author(s):  
CLAUDIA FELSER ◽  
IAN CUNNINGS
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Native Speaker ◽  
First Language ◽  
Nonnative Speakers ◽  
Binding Condition ◽  
Reflexive Pronouns ◽  
German Speaking ◽  
Nonnative Speakers Of English ◽  
Language Influence

ABSTRACTWe report the results from two eye-movement monitoring experiments examining the processing of reflexive pronouns by proficient German-speaking learners of second language (L2) English. Our results show that the nonnative speakers initially tried to link English argument reflexives to a discourse-prominent but structurally inaccessible antecedent, thereby violating binding condition A. Our native speaker controls, in contrast, showed evidence of applying condition A immediately during processing. Together, our findings show that L2 learners’ initial focusing on a structurally inaccessible antecedent cannot be due to first language influence and is also independent of whether the inaccessible antecedent c-commands the reflexive. This suggests that unlike native speakers, nonnative speakers of English initially attempt to interpret reflexives through discourse-based coreference assignment rather than syntactic binding.

ULTIMATE ATTAINMENT IN L2 PHONOLOGY

1999 ◽  
Vol 21 (1) ◽  
pp. 81-108 ◽  
Author(s):  
Alene Moyer
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speaker ◽  
Nonnative Speakers ◽  
Sensitive Period ◽  
Nonnative Speaker ◽  
Several Variables ◽  
L2 Phonology ◽  
Task Types ◽  
Ultimate Attainment

Within both first and second language acquisition research, a critical or sensitive period for complete attainment has largely been substantiated in phonological studies, although it is questionable whether age should be examined in isolation from sociopsychological influences and the extent of exposure to the second language. This study sets out to challenge the Critical Period Hypothesis (CPH) by examining phonological performance among highly motivated subjects who use German daily as graduate student instructors and who have been immersed in the language through in-country residence, augmented by years of instruction in both language- and content-based courses. The methodology developed seeks to expand the realm of factors that are potentially conflated with age, such as instruction, motivation, suprasegmental training, and self-perception of productive accuracy, and other factors that have not been addressed in previous studies on ultimate attainment. Production tasks target sounds difficult for nonnative speakers (NNSs) according to contrastive analysis, and task types range in complexity from isolated words to sentences, paragraphs, and free speech. A mean rating was computed for each speaker, including native speaker controls, according to native speaker judgments. When averaged across all tasks, nonnative speaker performance did not overlap with native performance. However, several variables correlated significantly with outcome, including suprasegmental training, which indicated performance closer to native level.

Development of speech perception and speech production abilities in adult second language learners

1984 ◽  
Vol 5 (1) ◽  
pp. 51-74 ◽  
Author(s):  
Susan Gass
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Voice Onset Time ◽  
Native Speaker ◽  
Nonnative Speakers ◽  
Onset Time ◽  
Nonnative Speaker ◽  
Nonnative Speakers Of English ◽  
Target Languages

ABSTRACTThis study examines the acquisition of production and perception by adult learners of English. The particular focus is voice onset time of initial /b/'s and /p/'s. The subjects are 10 nonnative speakers of English and six native speakers who provided identification responses to synthesized stimuli varying along a voice onset time continuum. Additionally, they each produced words with initial /b/'s and /p/'s. These measures were repeated at three 1-month intervals for the nonnative speakers. The results show that nonnative speaker perception differs from native speaker perception in two important ways: (1) stop consonants are perceived continuously rather than categorically and (2) nonnative speaker perception is influenced by the location of phoneme boundaries in both the native and target languages. Nonnative speaker production shows a greater amount of similarity to native speaker production, although, where deviations occur, nonnative speakers tend to overcompensate for differences between the native and target languages. Finally, methodological issues are raised relating to the comparison of perception and production.

Understanding the Sequential Resources for Doing Humor in the Language Classroom

2015 ◽  
Vol 28 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Elizabeth Reddington ◽  
Hansun Zhang Waring
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Workplace Communication ◽  
Analytic Framework ◽  
Social Functions ◽  
Naturally Occurring ◽  
Everyday Talk ◽  
Language Classroom ◽  
Preliminary Consideration ◽  
Do So

AbstractHumor scholars have made great strides in identifying markers of humor such as prosody and laughter as well as the various social functions of humor in both everyday talk and workplace communication. Less research has been devoted to understanding the mechanisms of humor or how humor is done in naturally occurring interaction. Based on videotaped data from adult English-as-a-second-language (ESL) classrooms, we describe a specific set of sequential resources for producing humor in the language classroom and do so within a conversation analytic framework. We also give some preliminary consideration to the applicability of the findings in other interactional contexts as well as to the question of whether participants are oriented towards moments of humor as opportunities for language learning.

scholarly journals Students’ Attitude to the Cynical Words Used by the Teacher in the Classroom

2018 ◽  
Vol 1 (5) ◽  
pp. 624
Author(s):  
Ade Sarkosih ◽  
Duduh Abdulah
Keyword(s):  
Second Language ◽  
Positive Attitude ◽  
Negative Impact ◽  
Classroom Interaction ◽  
The Other ◽  
Vocational School ◽  
Language Classroom

In the second language classroom, the teacher sometimes reminds or rebuke the students’ mistake by using the cynical word. This word is considered inappropriate because it tends to disparage the students. Thus it can hurt their feeling. This study is aimed to investigate the students’ attitude toward the cynical words used by the teacher in the classroom interaction. The method used was qualitative. The respondents were students at one vocational school in Batujajar, Bandung. The interview was used as the instrument to collect the data. The question of the interview was developed based on the component of attitude proposed by (Schiffman & Kanuk, 2004). The result showed that the students had a positive attitude toward the cynical words used by the teacher in the classroom. They thought it was quite effective to remind them of their mistake. Unfortunately, it had a negative impact on the students feeling. The students felt sad and embarrassed when the teacher rebuke them in front of their classmate. This indicates the teacher cannot use cynical words too often in the classroom interaction. It is better for them to use the other way that is more appropriate in reminding the students’ mistake.Keywords: attitude, cynical words, classroom interaction

Auditory recognition of idioms by native and nonnative speakers of English: It takes one to know one

2003 ◽  
Vol 24 (1) ◽  
pp. 45-57 ◽  
Author(s):  
DIANA VANLANCKER–SIDTIS
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Native Speaker ◽  
American English ◽  
Nonnative Speakers ◽  
Esl Students ◽  
Auditory Recognition ◽  
Second Language Speakers ◽  
Advanced Students ◽  
Nonnative Speakers Of English

The abilities of second language speakers to discriminate the prosodic contrasts between idiomatic and literal meanings of ambiguous sentences were investigated using utterances previously shown to be reliably identified by acoustic cues. Four listener groups of varying proficiency, native speakers of American English, native speakers of non-American English, fluent nonnative speakers of English, and advanced students of English as a second language (ESL), judged whether single and paired, tape-recorded, literal and idiomatic utterances were spoken with intended idiomatic or literal meanings. Both native speaker groups performed significantly better than fluent nonnatives, while ESL students performed at chance. These results lend support to the hypothesis that abilities to discriminate subtle prosodic contrasts are learned later than other components of speech and language.

Depleted plural marking in two Afro-Hispanic dialects: Separating inheritance from innovation

2010 ◽  
Vol 22 (1) ◽  
pp. 105-148 ◽  
Author(s):  
John M. Lipski
Keyword(s):  
Second Language ◽  
Variational Analysis ◽  
Brazilian Portuguese ◽  
Distinct Pattern ◽  
The Other ◽  
Definite Article ◽  
African Languages ◽  
Traditional Variety ◽  
Plural Marking ◽  
Article System

AbstractSpanish is characterized by number concord in determiner phrases (DPs) and predicate nominals; the plural marker /s/ is attached to all relevant elements in a plural DP. Exceptions to this rule usually involve phonetically motivated processes of /s/-weakening in coda position, and do not result in a functionally different system of plural marking. A distinct pattern is found in two isolated dialects of Spanish spoken in ethnically cohesive Afro-descendent communities where Spanish was originally acquired as a second language by speakers of African languages. In both varieties, characterized by the absence of /s/-reducing phenomena, plural /-s/ tends to be marked only on the first element of plural DPs, usually a determiner. In one of the dialects, spoken in Ecuador, these “stripped plurals” alternate with full multiple plural concord, similar to vernacular Brazilian Portuguese. In the other dialect, spoken in Bolivia, stripped plurals appear to be a recent development, emerging from a more restructured traditional variety in which plural /-s/ was not used at all. A variational analysis of both dialects finds little evidence for spontaneous drift away from canonical multiple plural marking, but rather suggests an evolution from earlier contact-induced interlanguages that exhibited even less systematic plural marking. The appearance of Afro-Hispanic stripped plurals is tentatively correlated with the shift from a depleted definite article system to a configuration more closely resembling modern Spanish. A similar set of circumstances may have contributed to the formation of stripped plurals in vernacular Brazilian Portuguese.

Being a Foreigner in Philosophy: A Taxonomy

Hypatia ◽  
2018 ◽  
Vol 33 (2) ◽  
pp. 307-324 ◽  
Author(s):  
Verena Erlenbusch
Keyword(s):  
Nonnative Speakers ◽  
Philosophical Practice ◽  
Philosophical Inquiry ◽  
Demographic Profile ◽  
Conceptual Space ◽  
Nonnative Speaker ◽  
Conceptual Apparatus ◽  
Precise Identification ◽  
Nonnative Speakers Of English ◽  
Linguistic Material

The question of diversity, both with regard to the demographic profile of philosophers as well as the content of philosophical inquiry, has received much attention in recent years. One figure that has gone relatively unnoticed is that of the foreigner. To the extent that philosophers have taken the foreigner as their object of inquiry, they have focused largely on challenges nonnative speakers of English face in a profession conducted predominantly in English. Yet an understanding of the foreigner in terms of the nonnative speaker does not exhaust the conceptual space of the foreigner. This article provides a more nuanced conceptual apparatus that allows for a more precise identification and discussion of other ways in which one can be a foreigner in philosophy. I develop a taxonomy of different conceptions of the foreigner, namely the linguistic, material, cultural, and epistemic foreigner; I discuss the different and specific challenges they face; and I show how foreigners enrich philosophical practice.

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