Interactional Development through Dinnertime Talk

Diao, Wenhao; Wang, Yi; Donovan, Anne; Malone, Margaret E.

doi:10.4324/9781315639970-20

Cited by 3 publications

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“…interactions with host families in homestay settings; see, for example, Diao et al, 2018; chapters in DuFon and Churchill, 2006; Kinginger, 2015; Kinginger et al, 2016a, 2016b; Lee and Kinginger, 2016; Lee et al, 2017; McMeekin, 2017; Pryde, 2014; Shively, 2015, 2018b; Wilkinson, 1998, 2002;…”

Section: Direct Approaches To Documenting Input and Interaction Durin...mentioning

confidence: 99%

“…Diao et al (2018) drew on a substantial corpus of homestay mealtime recordings, self-recorded by seven American students in China to study development in another subdomain of interactional competence, i.e. conversation management.…”

Section: Direct Approaches To Documenting Input and Interaction Durin...mentioning

confidence: 99%

“…This variability in language learning outcomes has been attributed to a variety of “individual differences” between participants, including cognitive and social psychological factors such as L2 motivation, anxiety, or working memory (Sanz and Morales-Front, 2018, Part 4), and sociocultural factors such as agency, identity and international orientation (Kinginger, 2017). It has also been attributed to factors relating to the wider SA context, including the available mix of opportunities for formal instruction and naturalistic acquisition (Briggs, 2015), and residential arrangements (homestays, student residences, shared apartments; Diao et al, 2018; Di Silvio et al, 2015; Kinginger et al, 2016a, 2016b). Linking the individual and the context are the pre-existing social relationships which SA participants bring from home (Hofer et al, 2016), and also the new social relationships into which SA participants may enter abroad, whether with co-nationals, with a wider international student community, or with locals (Murphy-Lejeune, 2002); these relationships are well recognized as influential for daily language practices (Baker-Smemoe et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Documenting L2 input and interaction during study abroad: Approaches, instruments and challenges

Mitchell

2021

Second Language Research

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A major rationale for study abroad (SA) from the perspective of second language acquisition is the presumed opportunity available to sojourners for naturalistic second language (L2) “immersion”. However, such opportunities are affected by variations in the linguistic, institutional and social affordances of SA, in different settings. They are also affected by the varying agency and motivation of sojourners in seeking second language (L2) engagement. For example, many sojourners prioritize mastering informal L2 speech, while others prioritize academic and professional registers including writing. Most will operate multilingually, using their home language, a local language, and/or English as lingua franca for different purposes, and the types of input they seek out, and language practices they enter into, vary accordingly. Consequently, while researchers have developed varied approaches to documenting L2 engagement, and have tried to relate these to measures of L2 development, these efforts have so far seen somewhat mixed success. This article reviews different approaches to documenting SA input and interaction; first, that of participant self-report, using questionnaires, interviews, journals, or language logs. Particular attention is paid to the popular Language Contact Profile (LCP), and to approaches drawing on Social Network Analysis. The limitations of all forms of self-report are acknowledged. The article also examines the contribution of direct observation and recording of L2 input and interaction during SA. This is a significant alternative approach for the study of acquisition, but one which poses theoretical, ethical and practical challenges. Researchers have increasingly enlisted participants as research collaborators who create small corpora through self-recording with L2 interlocutors. Analyses in this tradition have so far prioritized interactional, pragmatic and sociocultural development, in learner corpora, over other dimensions of second language acquisition (SLA). The theoretical and practical challenges of corpus creation in SA settings and their wider use to promote understandings of informal L2 learning are discussed.

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Section: Direct Approaches To Documenting Input and Interaction Durin...mentioning

confidence: 99%

Section: Direct Approaches To Documenting Input and Interaction Durin...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Documenting L2 input and interaction during study abroad: Approaches, instruments and challenges

Mitchell

2021

Second Language Research

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Chapter 3. Qualitative approaches in L2 research abroad

Shively

2023

Research Methods in Applied Linguistics

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The goal of this chapter is to provide a critical look at qualitative approaches in the context of research about study abroad and language learning. The chapter begins with an overview of qualitative scholarship focused on study abroad, highlighting methodological approaches and theoretical orientations, as well as historical trends. In the following section, some of the many contributions of qualitative research about study abroad are outlined, with a focus on aspects related to identity and social interaction. Limitations and gaps in the literature are then discussed with regard to participants and data collection and analysis. The chapter concludes with recommendations for how researchers can continue to advance our understanding of study abroad through qualitative approaches. Suggestions for future directions include diversifying the voices represented in research and placing greater emphasis on reflexivity.

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Study abroad in Turkey: the role of homestays on second language learning

Çakır

2021

Intercultural Education

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Interactional Development through Dinnertime Talk

Cited by 3 publications

References 0 publications

Documenting L2 input and interaction during study abroad: Approaches, instruments and challenges

Documenting L2 input and interaction during study abroad: Approaches, instruments and challenges

Chapter 3. Qualitative approaches in L2 research abroad

Study abroad in Turkey: the role of homestays on second language learning

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