scholarly journals Kokemuksen keholliset esitykset

2020 ◽  
pp. 32-56
Author(s):  
Niina Lilja ◽  
Riku Laakkonen ◽  
Laura Sariola ◽  
Terhi Tapaninen
Keyword(s):  
Second Language ◽  
Conversation Analysis ◽  
Language Use ◽  
Research Project ◽  
Video Ethnography ◽  
Reflective Activity ◽  
Second Language Speakers ◽  
Emerging Literacy

The term social circus refers to pedagogical circus activities that are used to foster collaboration and interaction between the participants. This paper is based on a research project that aimed to analyze how the embodied nature of social circus activities is related to second language use and learning. The participants are adult second language speakers of Finnish with emerging literacy, and the data has been gathered with the methods of video-ethnography and analyzed using multimodal conversation analysis (Mondada 2014). The focus of analysis on the participants’ turns that combine the grammatical resources of Finnish with embodied means. These turns occur as part of a reflective activity during which the participants share their thoughts on the circus activities.  The analysis shows how the collaborative nature of the circus activities is reflected in language use and highlights the embodied nature of language use and learning.

KULTURMØDER TIL FORHANDLING: Betydningen af ‘kultur’ i praktiksamtaler med voksne med dansk som andetsprog

2007 ◽  
Author(s):  
Louise Tranekjær
Keyword(s):  
Second Language ◽  
Conversation Analysis ◽  
Cultural Context ◽  
Discursive Psychology ◽  
Second Language Speakers

The article demonstrates how the combination of discursive psychology and conversation analysis enables an examination of culture as a product of discursive processes which are influenced and permeated by a broader social, discursive and cultural context. In this way an understanding is presented of cultural encounters as something which is not only determined by the background of the participants but is a product of interaction and the resources used in the negotiation of meaning and identity. The article is based on research of internship interviews, that is, interactions between Danish employers and adult second language speakers seeking an internship placement. Through examples from these interviews, it is argued that culture can be analyzed by combining a micro-perspective on the negotiation and organization of meaning in interaction with a macro-perspective on interactions as a manifestation of a broader social, discursive and cultural practice and organization.

Identities and linguistic varieties in Japanese

Pragmatics ◽  
2014 ◽  
Vol 24 (1) ◽  
pp. 35-62 ◽  
Author(s):  
Chie Fukuda
Keyword(s):  
Second Language ◽  
Conversation Analysis ◽  
Language Ideologies ◽  
First Language ◽  
Membership Categorization Analysis ◽  
Theoretical Frameworks ◽  
Self And Other ◽  
Analytic Tool ◽  
Membership Categorization ◽  
Second Language Speakers

This study explores categorization processes of people (identities) and language (linguistic varieties) in interactions between L1 (first language) and L2 (second language) speakers of Japanese and the language ideologies behind them. Utilizing Conversation Analysis (CA) in combination with Membership Categorization Analysis (MCA), the present study focuses on how participants apply these categories to self and other where identities and language ideologies emerge in the sequences of ordinary conversations. The study also illuminates how the participants react to such ideologies, which is rarely documented in previous studies of L2 Japanese interactions. It is controversial to use CA and MCA as methodologies for inquiries into ideology due to different epistemological and theoretical frameworks. Yet, joining the emerging trend of CA studies that address ideological issues, this study will also demonstrate the compatibility between them. Methodological integration of CA and MCA has been proposed since the 1970s, but has started to be adopted only recently. Because few studies employ this combination in the area of language ideologies, it serves as a novel analytic tool in this body of research. Thus, this study makes a methodological contribution to the study of language ideologies, illustrating the production of language ideologies and reactions to it as participants’ accomplishments.

scholarly journals Connecting the Language Classroom and the Wild: Re-enactments of Language Use Experiences

2018 ◽  
Vol 40 (4) ◽  
pp. 594-623 ◽  
Author(s):  
Niina Lilja ◽  
Arja Piirainen-Marsh
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Conversation Analysis ◽  
Language Use ◽  
Real Life ◽  
Service Encounters ◽  
Interactional Competence ◽  
Language Classroom ◽  
In The Wild

Abstract Using multimodal conversation analysis, this article analyses language learning as an in situ process during a teacher-assigned, experientially based pedagogical activity. The activity involved a three-part pedagogical structure, where learners first prepared for and then participated in real-life service encounters, and later reflected on their experiences back in the classroom. The analysis details how the co-constructed telling sequences through which novice second language users re-enact their experiences create an occasion for language-focused activity. We argue that the actions through which the participants display and sustain an orientation to an interactional practice as an object of learning make visible a learning project. The findings illuminate the practices through which language-focused activity is initiated, sustained, and managed to enable in situ learning. They also show how re-enactments function in storytelling and display a novice learner’s interactional competence. Finally, the findings illustrate how experiences gained in everyday social activities can be ‘harvested and reflected upon’ (Wagner 2015: 77) in the classroom and contribute to recent initiatives to develop teaching practices that support learning in-the-wild.

Intonazione e significato: l’esempio dell’italiano regionale di Bergamo

2018 ◽  
Vol 69 (1) ◽  
pp. 35-55
Author(s):  
Giorgio Antonioli ◽  
Manuela Caterina Moroni
Keyword(s):  
Conversation Analysis ◽  
Empirical Data ◽  
Speech Act ◽  
Research Project ◽  
Preliminary Results ◽  
Form Function ◽  
Distinctive Type ◽  
Selection Of

Abstract In this paper we present a selection of preliminary results of our research project “Intonation and Meaning”, in which we compare recurrent intonation contours in German and Italian regional varieties. We apply the method of German Interactional Prosody Research (Interaktionale Prosodieforschung), which in turn is based on Conversation Analysis, to a sample of selfcollected empirical data. Our aim is to show the value of intonation as a resource to contextualize speech activities and to point out form-function relationships between intonation patterns and speech act types. In this respect, we observe the usage of intonation contours with rising accent (L*H) and with falling accent (H*L) in the utterance of question activities, and provide evidence for the fact that the latter represent a distinctive type of questions with epistemic presupposition, whereas L*H correlates rather with default, modally unmarked questions.

scholarly journals What is special about L3 processing?

2013 ◽  
Vol 18 (2) ◽  
pp. 130-144 ◽  
Author(s):  
KEES DE BOT ◽  
CAROL JAENSCH
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Language Use ◽  
Fundamental Question ◽  
Third Language ◽  
The Core ◽  
Dynamic Perspective ◽  
Core Issue ◽  
The Brain ◽  
Over Time

While research on third language (L3) and multilingualism has recently shown remarkable growth, the fundamental question of what makes trilingualism special compared to bilingualism, and indeed monolingualism, continues to be evaded. In this contribution we consider whether there is such a thing as a true monolingual, and if there is a difference between dialects, styles, registers and languages. While linguistic and psycholinguistic studies suggest differences in the processing of a third, compared to the first or second language, neurolinguistic research has shown that generally the same areas of the brain are activated during language use in proficient multilinguals. It is concluded that while from traditional linguistic and psycholinguistic perspectives there are grounds to differentiate monolingual, bilingual and multilingual processing, a more dynamic perspective on language processing in which development over time is the core issue, leads to a questioning of the notion of languages as separate entities in the brain.

Kemahiran Bertutur Bahasa Melayu oleh Murid Cina: Teori Analisis Kontrastif

2021 ◽  
Vol 8 (1) ◽  
pp. 35-55
Author(s):  
Nor Zulaiqha Rosli ◽  
Nur Farahkhanna Mohd Rusli ◽  
Norfaizah Abdul Jobar ◽  
Norazimah Zakaria
Keyword(s):  
Second Language ◽  
Chinese Students ◽  
Contrastive Analysis ◽  
Library Research ◽  
Second Language Speakers ◽  
Analysis Theory ◽  
Grammatical Errors ◽  
Oral Speech ◽  
Mandarin Language ◽  
Speaking Skill

The acquisition of Malay as a second language, either verbally or non verbally among the non-Malay students, is still in question. It is observed that the problems of pronunciation is still prevalent among the non-Malay students. Hence, the objectives of this study are twofold; (i) to identify the level of proficiency of the speaking skill of Malay language among Chinese students, and (ii) to analyse the errors made in the speaking skill of Malay language by Chinese students based on contrastive analysis theory. The respondents were 27 Chinese Form 1 students in SMK Ampang Pecah, Kuala Kubu Baharu, Selangor. The initial design of the study was spurred by library research and observation. The instruments used in data collection included notebooks, questionnaire, recorder and texts for speech test. The data were analyzed by contrastive analysis theory by Robert Lado (1957). The findings showed that there were four aspects of pronunciation errors related consonants produced by the respondents. They were (i) sound replacement, (ii) sound addition, (iii) sound abortion, (iv) and grammatical errors. This study also shows that the pronunciation errors were due to the influence of their native language, which is Mandarin language, and the interlingual factors of the respondents that have caused them to be weak in the mastery of Malay language. In terms of implication, this study provides some understanding on the importance of mastering oral speech in Malay language through appropriate grammatical usage and pronunciation , especially among the second language speakers of Malay.

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