Different Orientations to Grammatical Correctness

Kurhila, Salla

doi:10.1057/9780230287853_9

Cited by 17 publications

(15 citation statements)

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“…This applies particularly to the categorial roles that speakers assign (or do not assign) to one another situationally, such as "non-native speaker" or "language expert". This second point supports the hypothesis by Ho and Jernudd (2000: 205) that "personal and contextual factors are crucial variables which determine which type of repair will be socially acceptable (and therefore prominent) in a particular setting", and also the findings by Kurhila (2004Kurhila ( , 2005, which state that NSs do not tend to take on the "language expert role" outside of the classroom, and it also conforms to the general organization of repair in conversation, in which self-repair is preferred to other-repair (Schegloff, Sacks & Jefferson, 1977). This paper has hence further exemplified the LMT-CA connection, which thus far has focused on native situations (Ho & Jernudd, 2000) and a more general framework for adjustment (Miyazaki, 2001), expanding the analysis into MCA as well.…”

Section: Discussionsupporting

confidence: 85%

“…The other is that continuous interactions with Czech speakers may help the missionaries to manage their acquisition of Czech, but only to the degree that it helps them to make themselves understood, not such that they can speak grammatically correct Czech. This confirms the results reached by Kurhila (2004Kurhila ( , 2005, who speaks of "different orientations to grammatical correctness" between NSs and NNSs of Finnish, offering several possible explanations for this:…”

Section: Casesupporting

confidence: 91%

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Noting as revealed by “checking” in second language interactions

Sherman

2012

JAPC

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This paper uses Language Management Theory (LMT) to explore situations in which non-native speakers of a language explicitly reveal that they have noted a potential linguistic deviation. This can be paraphrased as the concept of "checking", identifiable through the use of question intonation for the trouble source item, phrases such as "is that right?", or the offering of alternative words or forms. This process is explored in Czech conversations between native speakers and American missionaries. In the analysis, two major points are made: 1) There is a limit to the types of deviations which are noted in this way, as checking is mainly done in cases of potential lexical and morphological deviations, and 2) In order for this strategy to be realized, there must be an appropriate categorial context for its execution, particularly in regard to the categories that speakers assign (or do not assign) to one another situationally, such as "non-native speaker" or "language expert". In this way, simple management can be directly connected to organized management in that missionaries learning a foreign language are instructed to utilize their interlocutors as "language experts". The paper also considers methodological tools for LMT analysts to uncover the fact that noting has occurred.

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Section: Discussionsupporting

confidence: 85%

Section: Casesupporting

confidence: 91%

Noting as revealed by “checking” in second language interactions

Sherman

2012

JAPC

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“…Researchers of L2 talk also ask these questions while examining the data to see if and how the asymmetric positions of the participants are made salient in, and through, the interactions. Kurhila (2001Kurhila ( , 2005, for instance, examined various types of nonpedagogic everyday or institutional interactions taking place between speakers of Finnish as a first language (L1) and speakers of Finnish as an L2. In this everyday interactional data, she found that the L1 speakers corrected the L2 speakers' grammatical deviations only when the L2 speakers demonstrated tentativeness and that the L1 speakers' corrections tended to take the form of embedded correction 3 (Jefferson, 1987).…”

Section: Contexts Identities and Approaches To The Emic Viewpointmentioning

confidence: 99%

Border Crossings? Exploring the Intersection of Second Language Acquisition, Conversation Analysis, and Foreign Language Pedagogy

Mori¹

2007

The Modern Language Journal

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This article explores recent changes in the landscape of second language acquisition (SLA) and foreign language pedagogical (FLP) research. Firth and Wagner's (1997) proposal for the reconceptualization of SLA has been supported by SLA and FLP researchers who share the sentiment concerning the need for increased attention to social and contextual dimensions beyond the diversity of their theoretical and methodological orientations. In the meantime, a growing number of studies have adopted conversation analysis (CA), the sociological methodology on which Firth and Wagner have built their arguments, to examine data involving second language speakers, even though not all these studies may be viewed as addressing the issue of language learning and therefore may not belong to the category of SLA studies. The review of developments in the last decade points to potentials and remaining issues in using CA to conduct SLA and FLP research and to draw pedagogical implications.

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“…Conversation-analytic research of non-pedagogical interactions involving Estonian and Finnish L2 speakers has found that learners (over)focus on suffixes in spontaneous talk. They engage in extensive self-repairs of the grammatical form while the native-speaker interlocutor is ready to move on with topical talk as the meaning has been made clear (Kurhila 2005, Kivik 2012, 2013.…”

Section: Diffi Culty and Typologymentioning

confidence: 99%

A learner’s grammar for Estonian: Insights from typological research

Tamm¹,

Kivik²

2017

ESUKA-JEFUL

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Abstract. This paper discusses the need for a modern Estonian reference grammar for learners and lays the basic groundwork for creating one. The current abundance of materials for teaching Estonian as a foreign language and recent advancements in both areal-typological linguistics and in the study of acquisition of Estonian contribute to conceptualizing a new type of grammar, and further improving the teaching and learning of Estonian. Modern language instruction orients to proficiency as the ability to use language in real life. We contend that this goal, combined with the availability of language technology and increased mobility of people increases the demands on effective teaching of language structure. Research has shown that the main difficulties for learners of Estonian concern morphology and morphosyntax. We suggest that including an areal-typological perspective on categories and concepts in describing and explaining the structure of Estonian may help learners in these areas.

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Different Orientations to Grammatical Correctness

Cited by 17 publications

References 0 publications

Noting as revealed by “checking” in second language interactions

Noting as revealed by “checking” in second language interactions

Border Crossings? Exploring the Intersection of Second Language Acquisition, Conversation Analysis, and Foreign Language Pedagogy

A learner’s grammar for Estonian: Insights from typological research

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