Orientation to Language Learning Over Time: A Case Analysis on the Repertoire Addition of a Lexical Item

Kotilainen, Lari; Kurhila, Salla

doi:10.1111/modl.12665

Cited by 5 publications

(4 citation statements)

References 58 publications

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“…In addition, it is possible to view the practice as becoming established microlongitudinally (Greer, 2016; Kotilainen & Kurhila, 2020; Markee, 2011) as a part of the speaker's expanding interactional repertoire. In Excerpts 3–7, for instance, the same speaker uses text visualization to augment his turn design in multiple successive instances, and although we do not see any significant changes in the way he does this, we do find it reasonable to assume that the recipient (B) becomes increasingly aware that this practice is a regular part of this speaker's (A's) interactional repertoire.…”

Section: Discussionmentioning

confidence: 99%

Visualizing Emergent Turn Construction: Seeing Writing While Speaking

Greer

Nanbu

2022

The Modern Language Journal

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This study draws on multimodal conversation analysis to emically account for moments in second language (L2) English interaction in which speakers appear to be visualizing text as they talk. One way they do this is by slotting out elements of a turn‐in‐progress in the air, shifting their hand in a slotting gesture from left to right as they say each word to display to their recipient that they are visualizing certain elements of the turn. In other cases, participants use their fingers to ‘write’ elements of the turn‐in‐progress on their palms or in the air. The embodied practices of visualizing a turn component by component as it is formulated therefore make public the temporality of its in situ grammatical production. These multimodally accomplished visualizations also provide the speaker with access to a recalled text that helps them produce the spoken equivalent. The study suggests that English‐as‐a‐foreign language (EFL) learners may therefore support their spoken interaction by visualizing written grammar or lexical items, and that multimodal practices such as the precision‐timed deployment of gaze and gesture make a seemingly intrapsychological process like visualization a social matter. The data are taken from a corpus of 94 video‐recorded paired discussion tests among EFL learners whose first language (L1) was Japanese.

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Section: Discussionmentioning

confidence: 99%

Visualizing Emergent Turn Construction: Seeing Writing While Speaking

Greer

Nanbu

2022

The Modern Language Journal

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“…2 This definition derives primarily from Ellis's chapter. 3 https://www.ncl.ac.uk/ecls/about-us/facilities/ilab-learn/ 4 https://europeandigitalkitchen.com/ 5 https://linguacuisine.com/ 6 https://enacteuropa.com/ 7 Detailed multimodal CA analyses of how participants utilise opportunities and display orientations to learning Finnish L2 in the technology-mediated, task-based setting described above have been published by Kurhila and Kotilainen (2017), Kurhila and Kotilainen (2020) and Kotilainen and Kurhila (2020). 8 https://enacteuropa.com/…”

Section: Discussionmentioning

confidence: 99%

“… 7 Detailed multimodal CA analyses of how participants utilise opportunities and display orientations to learning Finnish L2 in the technology-mediated, task-based setting described above have been published by Kurhila and Kotilainen (2017), Kurhila and Kotilainen (2020) and Kotilainen and Kurhila (2020). …”

Section: Endnotesmentioning

confidence: 99%

Transitioning from conversation analysis to mixed methods

Seedhouse

2022

Lang. Teach.

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This reflective piece tells the story of how I started out doing Conversation Analysis (CA) and have been transitioning into doing mixed methods for some years now. My basic argument is that language learning talk is too complex a phenomenon to analyse using a single methodology. Specifically, it is extremely difficult to isolate from the interaction concrete evidence of the learning of specific individual items in terms of change of cognitive state. This is owing to the singular complexity of language learning, which adds an extra level of complexity to language learning talk, hence supercomplexity. Of course, the counter-argument to this would be that CA as a methodology is designed to reveal the complexity and fluidity of spoken interaction. The complex organisation of ordinary conversation (Sacks et al., 1974) and of varieties of institutional interaction (Drew & Heritage, 1992) have been very well established for a very long time. CA has been extremely successful and popular as a methodology for the analysis of spoken interaction in a huge range of settings. There have been many CA studies of language learning talk over the last few decades, including my own. So why do I now feel that it cannot portray the full complexity of language learning talk on its own? There is an idiosyncratic problem with language learning talk, namely that it has an additional level of complexity superimposed on top of the regular problems of analysing spoken interaction. This is because language is the object as well as the vehicle of language learning talk.

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“…Etnometodologinen keskustelunanalyysi (Heritage 1996;Tainio 1997Tainio , 2007 on ollut metodina lukuisissa suomi toisena kielenä -oppimista käsittelevissä opinnäytteissä ja tutkimuksissa (esim. Lilja 2010; Kotilainen & Kurhila 2020;Routarinne & Ahlholm 2021). Soveltamalla menetelmää pitkittäisaineistoon on mahdollista saada uutta tietoa muun muassa toisen kielen rakenteiden kehittymisestä (ks.…”

Section: Keskustelunanalyyttinen Toisen Kielen Oppimisen Tutkimus Ja Kieltenvälinen Vaikutusunclassified

Venäjänkielinen alakoululainen suomen rakenteiden oppijana: omistuslauseen ja kieltolauseen kehittyminen oppimisen alkuvaiheessa

Yli-Piipari

2021

AFinLA

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This article examines, how two Russian-speaking children (ages 9 and 11) learn Finnish morpho-syntactic structures in interaction in a transitional classroom at primary school. It also discusses whether the influence of the mother tongue is observable in the learning process. The study focuses on the development of prototypical possessive structure and standard negation. The data consist of 15 lessons, video-recorded during one school year. The episodes, including the structures used by the children, are analysed by drawing on the principles of conversation analysis. The analyses show that for both children the possessive structure appears to be more complex to learn than the standard negation. However, the children’s acquisition of these structures follows different paths. At the end of the semester, the younger child’s possessive has not become established in Finnish, whereas the older child has begun to use it in accordance with the target language norms. The negation, however, follows the target language norms, in both children’s speech.

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Orientation to Language Learning Over Time: A Case Analysis on the Repertoire Addition of a Lexical Item

Cited by 5 publications

References 58 publications

Visualizing Emergent Turn Construction: Seeing Writing While Speaking

Visualizing Emergent Turn Construction: Seeing Writing While Speaking

Transitioning from conversation analysis to mixed methods

Venäjänkielinen alakoululainen suomen rakenteiden oppijana: omistuslauseen ja kieltolauseen kehittyminen oppimisen alkuvaiheessa

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