Changing practices for connected discourse: Starting and developing topics in conversation

Hellermann, John; Lee, Yo–An

doi:10.1016/j.pragma.2020.11.007

Cited by 5 publications

(3 citation statements)

References 35 publications

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“…One major implication of this study concerns the shift of focus from an individual L2 user's grammatical repertoires and abilities to the adaptive, collaborative practices of the group. This resonates well with recent calls for broadening the theoretical basis of SLA by developing a better understanding of emergent L2 use in cooperative, ecosocial action (Atkinson, 2019;Goodwin, 2018) and connected discourse (Hellermann & Lee, 2021).…”

Section: Multimodal L2 Interactionsupporting

confidence: 78%

Learning Grammar for Social Action: Implications for Research and Language Teaching

Piirainen–Marsh

Lilja

2022

The Modern Language Journal

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The articles in this special issue contribute to understanding the interactional grounding of language learning by scrutinizing how patterns of language use emerge and get routinized as dynamic resources for accomplishing actions in co-constructed interaction. Their findings problematize how grammar is represented in second language (L2) teaching materials and have important implications for future research and language pedagogy. In this commentary, we address some of these implications focusing on two questions: (a) how the studies change the conceptualization of grammar as an object of L2 learning and teaching, and (b) how the insights of this research can inform language teaching.

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Section: Multimodal L2 Interactionsupporting

confidence: 78%

Learning Grammar for Social Action: Implications for Research and Language Teaching

Piirainen–Marsh

Lilja

2022

The Modern Language Journal

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“…Items and patterns that emerged and were oriented to in the interaction show us the semipermeable (Lerner, 1996) and local (Ford & Fox, 2015) nature of communicative repertoires as practiced by a tightly coordinated group using collaborative turn sequences (Lerner, 1996) that are comprised of verbalized language interwoven with bodily deixis, gesture, and gaze. The highly collaborative, polyphonic (Bakhtin, 1986; Chafe, 1997; Falk, 1980) nature of the interaction was characterized by use of incremental additions to turns (Ford et al., 2002) and collaborative completions (Hellermann & Lee, 2021; Lerner, 1991; Sert, 2019) of ongoing turns. This interbodied cooperative action was supported by the rich semiotic environment in which the game was played and the group's focused and intersubjectively aligned efforts to develop a report over the course of 20 minutes.…”

Section: Discussionmentioning

confidence: 99%

“…In analyzing the group's management of their status as a group during the playing of the AR game, we moved our analysis from the (possibly) routinized language use of individuals to mapping the actions and practices in the preparation for and the making of the larger culminating experience for the AR game—namely, the report. That work involved the creative process of co‐constructing utterances to collaboratively assemble connected discourse (Hellermann & Lee, 2021; Lee, 2012). This was accomplished through the group's interbodied cooperative action using language and the semiotic fields around them as resources for co‐constructing the recognizable structure, or genre, that may, in retrospect, be considered typical of report making.…”

Section: Discussionmentioning

confidence: 99%

Collaborative Mobilizations of Interbodied Communication for Cooperative Action

Hellermann

Thorne

2022

The Modern Language Journal

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Drawing on usage‐based approaches to the study of language learning—including recent research on mobility in interaction, embodied approaches to cognition and communicative action, and innovations in place‐based language learning in the wild—this article uses methods from ethnomethodological conversation analysis to investigate video recordings of 3 English language learners playing an augmented reality game that advocated for environmental stewardship. The analysis focused on 1 aspect of the game, an oral report about different green technologies, which was repeated 3 times due to technical difficulties. Analysis reveals emergent interactional dynamics that included (a) the use and creative reuse of multiword expressions, and (b) aligned interbodied cooperative practices that together supported (c) the building of a discourse structure for making oral reports that were part of the game narrative. The analysis highlights the semipermeable, collaboratively produced, and emergent nature of grammar for social action. Implications for pedagogy include (a) the consideration of structured unpredictability in language task design, and (b) a (re)conceptualization of language structure and language development as both an individual and group achievement.

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