Tracking Change Over Time in Storytelling Practices: A Longitudinal Study of Second Language Talk-in-Interaction

Berger, Evelyne; Doehler, Simona Pekarek

doi:10.1057/978-1-137-57007-9_3

Cited by 17 publications

(5 citation statements)

References 19 publications

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“…In contrast to the emerging line of studies on the development of interactional competences (Pekarek Doehler and Fasel Lauzon 2015;Pekarek Doehler and Pochon-Berger 2015;Berger and Pekarek Doehler 2018), the changes over time in action-formation are related to the learning process of the recipient and not of the speaker. Changes in recipient design reflect the trajectory of other-positioning of the student by the instructor from a novice to a competent driver.…”

Section: Discussionmentioning

confidence: 81%

“…We need to have access to recurrent types of interaction sequences (actions, referential practices, rituals, etc.) in order to be able to identify change over time (see, e.g., Berger and Pekarek Doehler 2018). This is because we need a tertium comparationis which allows us to observe how shared experience with instances of an interactional sequence (action, referential practice, ritual, etc.)…”

Section: Interactional History and The Accumulation Of Common Groundmentioning

confidence: 99%

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Chapter 9. Changes in turn-design over interactional histories – the case of instructions in driving school lessons

Deppermann¹

2018

Pragmatics &Amp; Beyond New Series

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This paper studies how the turn-design of a highly recurrent type of action changes over time. Based on a corpus of video-recordings of German driving lessons, we consider one type of instructions and analyze how the same instructional action is produced by the same speaker (the instructor) for the same addressee (the student) in consecutive trials of a learning task. We found that instructions become increasingly shorter, indexical and syntactically less complex; interactional sequences become more condensed and activities designed to secure mutual understanding become rarer. This study shows how larger tem poral frameworks of interpersonal interactional histories which range beyond the interactional sequence impinge on the recipient-design of turns and the deployment of multimodal resources in situ.

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Section: Discussionmentioning

confidence: 81%

Section: Interactional History and The Accumulation Of Common Groundmentioning

confidence: 99%

Chapter 9. Changes in turn-design over interactional histories – the case of instructions in driving school lessons

Deppermann¹

2018

Pragmatics &Amp; Beyond New Series

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“…In other words, the L2-speakers have learnt and internalized the use of an interactional device in their second language (see e.g. Berger andPekarek Doehler, 2018 andSkogmyr Marian, 2020 for L2 interactional competence).…”

Section: A Comparison Of L1 and L2 Uses Of The Connective And Multimodal Resourcesmentioning

confidence: 99%

Turn Continuations and Gesture: “And Then”-Prefacing in Multi-Party Conversations

Rönnqvist

Lindström

2021

Front. Commun.

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This article offers an analysis of turn-expanding practices with the connective å sen ‘and then’ in Swedish multi-party conversations in which the participants discuss and assess works of visual art. The connective is recurrently used to introduce a turn continuation, i.e. a stretch of talk that is produced after a possibly completed turn-constructional unit (TCU). We identify three types of continuations: same-speaker continuations, occurring post gap or post-other talk, and other-continuations by the next speaker. Some of the “and then” continuations are clausal, syntactically free-standing, while non-clausal continuations have more in common with TCU increments. “And then” continuations specify, restrict or redirect the unfolding contribution while at the same time orienting to a collective interactional project. In same-speaker continuations, the speaker can introduce a new aspect of the established theme or offer an account. Other-continuations can be used to achieve a shift in footing to introduce a somewhat non-aligning contribution. Both grammar and embodied resources (especially hand gestures) are activated in the management of the completion of a prior turn unit, the initiation of a turn continuation and the recompletion of the speaker’s turn. The typical multimodal trajectory is: syntactic completion of a first unit + retracted gesture; link to prior talk and upcoming talk with “and then” followed by the core of the continuation + a redeployed gesture; and finally, syntactic completion of the continuing unit + retracted gesture to a rest position.

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“…Research drawing on CA to study L2 learning has grown steadily over the last 15 or so years. Studies have investigated the institutional nature of L2 classroom interaction (e.g., Seedhouse, 2004), various activities by which teaching and learning are accomplished (e.g., Hellermann, 2008;Markee & Kunitz, 2013;Waring, 2009Waring, , 2013, and how learners' language use changes over time (Berger & Pekarek Doehler, 2018;Rine & Hall, 2011). An increasing number of studies has investigated the roles that embodied resources such as facial expressions, eye gaze, and body positioning play in L2 learning (e.g., Eskildsen & Wagner, 2015;Seo & Koshik, 2010).…”

Section: Some Fundamentals Of Conversation Analysismentioning

confidence: 99%

The Contributions of Conversation Analysis and Interactional Linguistics to a Usage‐Based Understanding of Language: Expanding the Transdisciplinary Framework

Hall

2019

The Modern Language Journal

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A key insight of a transdisciplinary perspective on second language acquisition (SLA) as articulated by the Douglas Fir Group (2016) is its usage‐based understanding of language. Evidence on the fundamental role that usage plays in shaping individual language knowledge is no doubt compelling. However, while the force of social interaction in shaping language knowledge is acknowledged, missing are specifications of the jointly constructed actions and courses of action comprising social contexts of use. Also missing is a reconsideration of key SLA concepts engendered by a usage‐based understanding of language. The intent of this paper is to redress these limitations. First, I summarize the research programs of conversation analysis and interactional linguistics, which take as their central task the specifications of the jointly constructed actions and courses of action comprising social contexts and thus significantly enhance a usage‐based understanding of language. Then, arguing that more suitable conceptual tools are needed to better capture current understandings of language knowledge and objects of L2 learning, I offer repertoire, semiotic resources, and register as alternative terms to competence and grammar. I conclude with a proposal for a Conversation Analysis/Interactional Linguistics‐based research program for further advancing understandings of SLA and transforming understandings of L2 pedagogy.

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Tracking Change Over Time in Storytelling Practices: A Longitudinal Study of Second Language Talk-in-Interaction

Cited by 17 publications

References 19 publications

Chapter 9. Changes in turn-design over interactional histories – the case of instructions in driving school lessons

Chapter 9. Changes in turn-design over interactional histories – the case of instructions in driving school lessons

Turn Continuations and Gesture: “And Then”-Prefacing in Multi-Party Conversations

The Contributions of Conversation Analysis and Interactional Linguistics to a Usage‐Based Understanding of Language: Expanding the Transdisciplinary Framework

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