Multicompetence in L2 Language Play: A Longitudinal Case Study

Abstract

Humor and language play have been recognized as important aspects of second language (L2) development. Qualitative studies that have documented the forms and functions of language play for adult and child L2 users have taken place largely in classroom settings. In order to gain a fuller understanding of such creative manipulations by L2 users, it is necessary to examine these phenomena across a variety of contexts. In this article, we explore the ways that two L2 users marshal resources to play with language across communicative activities, for various purposes, and with a variety of interlocutors in interaction. Our goal is to gain a fuller view of our participants as multicompetent language users, specifically with respect to their playful communicative repertoires. The data consist of informal conversations which were recorded approximately every 2 weeks over 10–12 months. Episodes framed by the participants as playful were identified across all recordings and were analyzed qualitatively to document patterns of use and participation. Despite individual differences in style, both participants demonstrated sensitivity to context in their use of language play and an awareness of the ways humor functions as a social practice, subtly adjusting their strategies to changing social situations.

Language play in a second language: Social media as contexts for emerging Sociopragmatic competence

“…Harlow 1990) and also includes a playful rhyme in the words perp/derp. In line with earlier research (e.g., Bell et al 2014;Fusaroli and Tylén 2012;Hattem 2014;Vandergriff and Fuchs 2009), the way the students in this thread frame the interaction brings about a sophisticated conversant language play that, by their choice of slang expressions and jargon, displays an awareness of how humour and mockery function as a communication practice in a second language.…”

“…Fusaroli and Tylén (2012) maintain that practicing a language by means of interacting is not about information sharing; Bit is rather the very act of constructing and attuning to shared information in local contexts of coordination^(p. 104). Similar findings are presented by Bell et al (2014), who studied the use of language play across a large number of communicative activities in L2 learning. They show in their study that the students aligned to other students' choice of linguistic repertoire despite their differences in style, and displayed awareness of the ways humour functions as a social practice in the communication.…”

“…It is well known that young children use language to play via rhymes, certain poetry, rap, puns, constructing new words, etc., which are common features of language learning in the early ages. However, much less attention is paid to the fact that adolescents and adults are also fond of language play (Bell et al 2014;Cook 2000;Danet 2001). …”

“…However, researchers also point to the need to theoretically ground the language use which otherwise risk being perceived as merely rather primitive and simple (for an overview see, e.g., Manca and Ranieri 2013). Several studies have shown that language play as a conceptualizing lens for studying students' linguistic repertoires online functions to display otherwise lost nuances such as the previously mentioned ability to adjust the language use to varying situational aspects (e.g., Bell et al 2014;Fusaroli and Tylén 2012;Harlow 1990;Hattem 2014;Vandergriff and Fuchs 2009). Fusaroli and Tylén's (2012) study is one example in which the analytical concept of language play enabled them to highlight the communicative and collaborative aspects of the students' language use.…”

“J'aime to be Funny!”: Humor, Learning, and Identity Construction in High School English as a Second Language Classrooms

“…Other research has shown that learners adapt formulaic language to cope with or resist classroom practices and norms of communication, for instance, when reframing difficult concepts and tasks as play to facilitate learning (Bushnell, ; Pomerantz & Bell, ). This kind of linguistic dexterity can be considered cultural displays of knowledge and communicative competence (Hymes, ) or multicompetence (Bell, Skalicky, & Salsbury, ; Cook, ).…”