Acquiring Interactional Competence in a Study Abroad Context: Japanese Language Learners’ Use of the Interactional Particle <i>ne</i>

Masuda, Kyoko

doi:10.1111/j.1540-4781.2011.01256.x

“…While the pace of learning varied between learners, Ohta concluded that the developmental sequence in alignment expressions for Japanese as a Foreign Language students appeared to be similar. Masuda's (2011) research on native English speakers learning Japanese as a second language in the study abroad setting found variation in pace of acquisition as well as a similar sequence of alignment expression development, from acknowledgment to agreement. In a related study, Ishida (2009) examined the development of IC as evidenced by changes in the use of the Japanese particle ne in the speech of a language learner studying abroad in Japan.…”

Section: Alignment Activitymentioning

confidence: 96%

Interactional Competence and the Development of Alignment Activity

Dings

¹

2014

The Modern Language Journal

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Based on qualitative analysis of conversational interactions collected over the course of a Spanish language learner's academic year abroad, this article explores the development of interactional resources related to alignment activity in the learner's conversational participation. Alignment activity refers to the means interlocutors use to demonstrate their intersubjectivity. Alignment moves such as assessments, collaborative contributions, and collaborative completions index shared understanding, the ability to adopt the other's point of view, and the ability to speak in the other's voice. Analysis of the learner's alignment activity over the course of the year abroad reveals changes in participation that allowed the learner to play a more active role in the co-construction of communication as her time abroad progressed. The findings in this study contribute to the operationalization of the concept of interactional competence (IC) and to our understanding of its development over time. This study proposes the inclusion of alignment activity as another important grouping of interactional resources relevant to models of IC THIS ARTICLE EXAMINES THE DEVELOPment of interactional resources related to alignment activity by a second language (L2) learner during a study abroad sojourn. Researchers in L2 acquisition have advocated for close analysis of interactional resources evidenced in L2 learner discourse by using the notion of Interactional Competence (IC). The construct of IC provides a framework that enables a complex understanding of what competence in an L2 entails. Proponents of the construct have asserted that changes in L2 learner participation in interaction over time can be understood as evidence of the development of IC (Brouwer & Wagner, 2004;Young & Miller, 2004). The present study contributes to research on IC through analysis of the development of interactional resources related to alignment activity by an L2 learner during a year abroad. INTERACTIONAL COMPETENCEAmong the most influential models for foreign language (FL) communicative competence is that by Canale and Swain (1980), which differentiated four interacting types of competence: (a) grammatical competence, referring to accuracy in morphology, phonology, and other structural realms; (b) sociocultural competence, comprising primarily knowledge of the norms of appropriate language use in any given sociocultural context, taking into account such contextual factors as the status of the participants, the setting, and the topic; (c) discourse competence, concerning the knowledge of cohesive devices of oral and written discourse; and (d) strategic competence, involving the learner's ability to compensate for any deficiencies that impede communication.Expanding on that model, He and Young (1998) argued for the need to incorporate what

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“…While the pace of learning varied between learners, Ohta concluded that the developmental sequence in alignment expressions for Japanese as a Foreign Language students appeared to be similar. Masuda's () research on native English speakers learning Japanese as a second language in the study abroad setting found variation in pace of acquisition as well as a similar sequence of alignment expression development, from acknowledgment to agreement. In a related study, Ishida () examined the development of IC as evidenced by changes in the use of the Japanese particle ne in the speech of a language learner studying abroad in Japan.…”

Section: Alignment Activitymentioning

confidence: 98%

Interactional Competence and the Development of Alignment Activity

Dings

¹

2014

The Modern Language Journal

View full text Add to dashboard Cite

Based on qualitative analysis of conversational interactions collected over the course of a Spanish language learner's academic year abroad, this article explores the development of interactional resources related to alignment activity in the learner's conversational participation. Alignment activity refers to the means interlocutors use to demonstrate their intersubjectivity. Alignment moves such as assessments, collaborative contributions, and collaborative completions index shared understanding, the ability to adopt the other's point of view, and the ability to speak in the other's voice. Analysis of the learner's alignment activity over the course of the year abroad reveals changes in participation that allowed the learner to play a more active role in the co‐construction of communication as her time abroad progressed. The findings in this study contribute to the operationalization of the concept of interactional competence (IC) and to our understanding of its development over time. This study proposes the inclusion of alignment activity as another important grouping of interactional resources relevant to models of IC (He & Young, 1998; Young, 2008, 2011).

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“…Keywords: study abroad; fluency; Mandarin; Russian; Spanish STUDY ABROAD IS WIDELY BELIEVED TO BE a beneficial environment for language learners to develop their abilities, particularly in the domain of speaking. Most research on language development during study abroad has focused on gains in speaking skills (Llanes & Muñoz, 2009), such as oral proficiency (Hernández, 2010;Lindseth, 2010;Vande Berg, Connor-Linton, & Paige, 2009; The Modern Language Journal, 100, 3, (2016) DOI: 10.1111/modl.12343 0026-7902/16/610-624 $1.50/0 C 2016 The Modern Language Journal Watson, Siska, & Wolfel, 2013), aspects of communicative competence (Masuda, 2011;Regan, Howard, & Lemée, 2009;Shively, 2011), and phonological abilities (Díaz-Campos 2004;Knouse, 2012;Lord, 2010). These studies have greatly contributed to our understanding of the linguistic benefits of study abroad.…”

mentioning

confidence: 99%

The Development of L2 Fluency During Study Abroad: A Cross‐Language Study

Silvio

¹

,

Diao

²

,

Donovan

³

2016

The Modern Language Journal

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Examining speech samples from 75 American university students learning 1 of 3 languages (Mandarin, Russian, and Spanish), this article reports on a study of second language (L2) learners’ oral fluency development and its relationship with their gains in holistic proficiency ratings during a semester abroad. In study abroad research, there is a need for large‐scale studies that systematically investigate learners’ L2 development (Kinginger, ; Rees & Klapper, ). To address this need, the project used a quantitative design involving learners of 3 languages from multiple cohorts and diverse sending and destination institutions. Results from an analysis of 600 speech samples from 150 pretest and posttest Simulated Oral Proficiency Interviews (SOPIs) showed significant increases in speech rate as well as differences between the 3 language groups. The study also investigated the relationship between holistic oral proficiency ratings and fine‐tuned fluency measures and found some limited relationships between them. These findings can provide methodological suggestions for researchers interested in L2 fluency development among study abroad students and implications for foreign language educators and policy makers to promote study abroad and language learning.

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Acquiring Interactional Competence in a Study Abroad Context: Japanese Language Learners’ Use of the Interactional Particle ne

Cited by 57 publications

References 55 publications

Interactional Competence and the Development of Alignment Activity

Interactional Competence and the Development of Alignment Activity

Interactional Competence and the Development of Alignment Activity

The Development of L2 Fluency During Study Abroad: A Cross‐Language Study

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