“Do you know banana boat?”: Occasioning overt knowledge negotiations in Japanese EFL conversation

Nanbu, Zachary

doi:10.1016/j.pragma.2020.07.005

Cited by 2 publications

(2 citation statements)

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“…In this segment, Mom re-issues her directive for Shin to ‘make a wish’ (line 17), but Shin’s response, a non-committal laugh (line 19) and no immediate move to blow out the candles, does not demonstrate his understanding of the instruction. This leads Mom to initiate a knowledge check (line 22, ‘Do you know what I mean about make a wish?’) (Nanbu, 2020), and implicit in that formulation is Mom’s stance that Shin does not in fact understand. In other words, Mom has noticed some sort of interactional trouble and is projecting a possible repair sequence.…”

Section: Discussionmentioning

confidence: 99%

“…Since it was produced in overlap with two other distinct courses of action, it could also be that Shin has not heard it or is unsure who to respond to, so Mom goes on to produce 'make a wish' again in the clear (line 17). (Nanbu, 2020), and implicit in that formulation is Mom's stance that Shin does not in fact understand. In other words, Mom has noticed some sort of interactional trouble and is projecting a possible repair sequence.…”

Section: Displaying Participation and Membership In A Family Ritualmentioning

confidence: 99%

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The interactional ecology of homestay experiences: Locating input within participation and membership

Greer

Wagner²

2021

Second Language Research

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Study abroad homestays are generally assumed to provide visitors with opportunities to learn language ‘in the wild’ by participating in the host family’s everyday life. Ultimately such participation is accomplished via individual episodes of interaction as the visitor is socialized into the family’s mundane routines and rituals. Building on research into second language interaction in the lifeworlds of learners beyond the classroom, this study considers (1) how interactants in one homestay context draw on a range of ecologically available resources to co-accomplish participation and membership, and (2) how such participation affords the guest with an expanding repertoire of resources, including linguistic elements and new participatory practices. The study uses multimodal conversation analysis (CA) to discuss two extended extracts from naturally occurring interaction collected between a novice L2 English speaker and his homestay family. The analysis suggests that language learning is more complex than the mere provision of linguistic input: new lexical items and practices emerge within the interactants’ respective lifeworlds in relation to locally situated contingencies, and can be occasioned and explained via recourse to a range of material and embodied affordances beyond just language. Input, therefore, is sequentially and ecologically located in the broader business of an ongoing collective sociality and primarily serves the two key interactional imperatives of progressivity and intersubjectivity.

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Section: Discussionmentioning

confidence: 99%

Section: Displaying Participation and Membership In A Family Ritualmentioning

confidence: 99%