Studying Speaking to Inform Second Language Learning (Second Language Acquisition (Buffalo, N.Y.), 8.)

346 Pages·2004·0.9 MB·English

by  Diana Boxer

Studying Speaking to Inform
Second Language Learning
SECOND LANGUAGE ACQUISITION
Series Editor:Professor David Singleton,Trinity College, Dublin, Ireland
This new series will bring together titles dealing with a variety of aspects of language
acquisition and processing in situations where a language or languages other than the
native language is involved. Second language will thus be interpreted in its broadest
possible sense. The volumes included in the series will all in their different ways
offer, on the one hand, exposition and discussion of empirical findings and, on the
other, some degree of theoretical reflection. In this latter connection, no particular
theoretical stance will be privileged in the series; nor will any relevant perspective –
sociolinguistic, psycholinguistic, neurolinguistic, etc. – be deemed out of place. The
intended readership of the series will be final-year undergraduates working on
second language acquisition projects, postgraduate students involved in second
language acquisition research, and researchers and teachers in general whose
interests include a second language acquisition component.
Other Books in the Series
Age, Accent and Experience in Second Language Acquisition
Alene Moyer
Age and the Acquisition of English as a Foreign Language
María del Pilar García Mayo and Maria Luisa García Lecumberri (eds)
Effects of Second Language on the First
Vivian Cook (ed.)
Fossilization in Adult Second Language Acquisition
ZhaoHong Han
Learning to Request in a Second Language: A Study of Child Interlanguage
Pragmatics
Machiko Achiba
Portraits of the L2 User
Vivian Cook (ed.)
Silence in Second Language Learning: A Psychoanalytic Reading
Colette A. Granger
Other Books of Interest
Audible Difference: ESL and Social Identity in Schools
Jennifer Miller
Context and Culture in Language Teaching and Learning
Michael Byram and Peter Grundy (eds)
Cross-linguistic Influence in Third Language Acquisition
J. Cenoz, B. Hufeisen and U. Jessner (eds)
Developing Intercultural Competence in Practice
Michael Byram, Adam Nichols and David Stevens (eds)
English in Europe: The Acquisition of a Third Language
Jasone Cenoz and Ulrike Jessner (eds)
How Different Are We? Spoken Discourse in Intercultural Communication
Helen Fitzgerald
Language Learners as Ethnographers
Celia Roberts, Michael Byram, Ana Barro, Shirley Jordan and Brian Street
Please contact us for the latest book information:
Multilingual Matters, Frankfurt Lodge, Clevedon Hall,
Victoria Road, Clevedon, BS21 7HH, England
http://www.multilingual-matters.com
SECOND LANGUAGE ACQUISITION 8
Series Editor: David Singleton,Trinity College, Dublin, Ireland
Studying Speaking
to Inform Second
Language Learning
Edited by
Diana Boxer and Andrew D. Cohen
MULTILINGUAL MATTERS LTD
Clevedon • Buffalo • Toronto
Library of Congress Cataloging in Publication Data
Studying Speaking to Inform Second Language Learning/Edited by Diana Boxer and
Andrew D. Cohen.
Second Language Acquisition: 8
Includes bibliographical references and index.
1. Language and languages–Study and teaching. 2. Oral communication–Study and
teaching. 3. Discourse analysis–Study and teaching.
I. Boxer, Diana II. Cohen, Andrew D. III. Series.
P53.6.S78 2004b
418'.0071--dc22 2003024056
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN 1-85359-721-X (hbk)
ISBN 1-85359-720-1 (pbk)
Multilingual Matters Ltd
UK: Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon BS21 7HH.
USA: UTP, 2250 Military Road, Tonawanda, NY 14150, USA.
Canada: UTP, 5201 Dufferin Street, North York, Ontario M3H 5T8, Canada.
Copyright © 2004 Diana Boxer, Andrew D. Cohen and the authors of individual
chapters.
All rights reserved. No part of this work may be reproduced in any form or by any
means without permission in writing from the publisher.
Typeset by Florence Production Ltd.
Printed and bound in Great Britain by the Cromwell Press Ltd.
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Contents
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8
9
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1
2
3111 Bio-statements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
4
5 Part I: Theoretical Issues
6 1 Studying Speaking to Inform Second Language Learning:
7 A Conceptual Overview
8 Diana Boxer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
9 2 Discourse Domains: The Cognitive Context of Speaking
20111 Dan Douglas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
1
2 Part II: Studying SpontaneousSpoken Discourse to Inform
3 Second Language Learning
4 3 Conversation Analysis and the Nonnative English Speaking
5 ESL Teacher: A Case Study
6 Anne Lazaraton. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
7 4 “Practicing Speaking” in Spanish: Lessons from a High
8 School Foreign Language Classroom
9 Joan Kelly Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
30111 5 Repair of Teenagers’ Spoken German in a Summer
1 Immersion Program
2 Heidi Hamilton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
3 6 Codeswitching Patterns and Developing Discourse
4 Competence in L2
5 Helena Halmari . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
6
7 Part III: Studying Elicited Spoken Discourse to Inform
8 Second Language Learning
9 7 Giving Directions as a Speech Behavior: A Cross-cultural
40 Comparison of L1 and L2 Strategies
41111 Carrie Taylor-Hamilton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
v
vi Contents
1111 8 English Constructions Used in Compensatory Strategies:
2 Baseline Data for Communicative EFL Instruction
3 Koji Konishi and Elaine Tarone. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
4 9 The Organization of Turns in the Disagreements of L2
5 Learners: A Longitudinal Perspective
6 Kathleen Bardovi-Harlig and Tom Salsbury. . . . . . . . . . . . . . . . . . . . 199
7 10 The Linguistic Encoding of Pragmatic Tone: Adverbials as
8 Words that Work
9 Leslie M. Beebe and Hansun Zhang Waring . . . . . . . . . . . . . . . . . . . 228
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1 Part IV: Studying Spoken Discourse to Inform Second
2 Language Assessment
3111 11 Discourse Analysis and the Oral Interview: Competence or
4 Performance?
5 Annie Brown. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253
6 12 Difficulty and Practicality in Tests of Interlanguage
7 Pragmatics
8 Carsten Roever. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
9 13 Assessing Speech Acts in a Second Language
20111 Andrew D. Cohen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302
1
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328
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Bio-statements
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3111 The Editors
4
Diana Boxer is Professor and Chair of the Linguistics Department at the
5
University of Florida. She is the author of Applying Sociolinguistics:
6
Domains and Face-to-face Interaction (John Benjamins, 2002) and
7
Complaining and Commiserating: A Speech Act View of Solidarity in Spoken
8
American English(Lang, 1993). She has published in the areas of discourse
9
and pragmatics, sociolinguistics, gender and language, and second
20111
language acquisition in such journals as The Annual Review of Applied
1
Linguistics,Discourse and Society,ELT Journal,Journal of Pragmatics,TESOL
2
Quarterly, Text, and Women and Language.
3
4 Andrew D. Cohen, Professor in the MA in English as a Second Language
5 Program, University of Minnesota, Minneapolis, also directs the National
6 Language Resource Center at the Center for Advanced Research
7 on Language Acquisition (CARLA) at the University. He is author of
8 Assessing Language Ability in the Classroom (Heinle & Heinle, 1994), co-
9 editor with Lyle Bachman of Interfaces Between Second Language Acquisition
30111 and Language Testing Research (CUP, 1998), and co-editor with Elaine
1 Tarone and Susan Gass of Research Methodology in Second-language
2 Acquisition (Lawrence Erlbaum, 1994). He has also published books on
3 language learning and use strategies (Language Learning: Insights for
4 Learners, Teachers, and Researchers, Newbury House/HarperCollins, 1990;
5 Strategies in Learning and Using a Second Language, Longman, 1998).
6
7
Contributing Authors
8
9 Kathleen Bardovi-Harlig, Professor of TESOL/Applied Linguistics at
40 Indiana University, is widely published in the areas of second language
41111 acquisition, interlanguage pragmatics, and the intersection of language
vii
viii Bio-statements
1111 acquisition and pragmatic development. She is author of Tense and Aspect
2 in Second Language Acquisition: Form, Meaning, and Use (Blackwell, 2000),
3 and editor, with B. Hartford, of Beyond Methods: Components of Language
4 Teacher Education (McGraw Hill, 1997).
5
Leslie M. Beebe is Professor of Linguistics and Education and Director
6
of the Applied Linguistics Program at Columbia University Teachers
7
College. A former President of the American Association for Applied
8
Linguistics, she is Editor of Issues in Second Language Acquisition:
9
Multiple Perspectives and co-author of English in the Cross-cultural Era.
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She publishes widely in the areas of sociolinguistics, second language
1
acquisition, and cross-cultural and acquisitional pragmatics.
2
3111 Annie Brown has been a Research Fellow in the Language Testing
4 Research Centre at the University of Melbourne since 1990. At the
5 Centre she has been involved in language test development, postgrad-
6 uate teaching about testing, teacher in-servicing, language test research,
7 and the evaluation of language programs. She is also a frequent contrib-
8 utor at major conferences and reviewer for Language Testing. She has
9 taught English as a Second Language in Australia and around the
20111 world.
1
2 Dan Douglas is Professor in the TESL/Applied Linguistics Program,
3 English Department, Iowa State University. His major research interests
4 include language testing, language for specific purposes, and second
5 language acquisition. He has taught and conducted research in Botswana,
6 Hawai’i, Scotland, England, Sudan, and Japan. He is the author of
7 Assessing Languages for Specific Purposes(CUP, 2000), and Co-editor of the
8 journal Language Testing.
9
Helena Halmari is Associate Professor in the Department of English,
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Sam Houston State University. Her publications focus principally on
1
codeswitching from the point of view of its syntax, discourse, and prag-
2
matics. She is the author of Government and Codeswitching: Explaining
3
American Finnish (John Benjamins, 1997) and the co-editor, with Tuija
4
Virtanen, of Persuasion Across Genres: A Linguistic Approach (John
5
Benjamins, 2004). Her articles have appeared in such journals as
6
Linguistics, Applied Linguistics, Issues in Applied Linguistics, Journal of
7
Pragmatics, Journal of Finnish Studies, and Neuphilologische Mitteilungen.
8
9 Heidi Hamilton is Associate Professor in the Department of Linguistics,
40 Georgetown University, where she teaches courses in discourse analysis
41111 and applications of interactional sociolinguistics. Her research interests
viii
Bio-statements ix
1111 focus on issues of language and Alzheimer’s disease, language and aging,
2 medical communication, and second language acquisition. Her books
3 include Conversations with an Alzheimer’s Patient (Cambridge University
4 Press, 1994), Language and Communication in Old Age: Multidisciplinary
5 Perspectives (Garland, 1999), Glimmers: A Journey into Alzheimer’s Disease
6 (RiverWood Books, 2003), Handbook of Discourse Analysis (with Schiffrin
7 and Tannen) (Blackwell, 2001) and Linguistics, Language, and the Professions
8 (with Alatis and Tan) (Georgetown University Press, 2002).
9
Joan Kelly Hallis Professor of Applied Linguistics and Education at the
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Pennsylvania State University. Her work is based on a sociocultural
1
perspective of language and learning and is organized around two over-
2
arching goals. The first is to understand the conditions by which language
3111
learners’ involvement in the various constellations of their classroom
4
practices is shaped, and how such involvement affects both what is
5
learned and how it is learned. The second is to use this understanding
6
o help create effectual classroom communities of language learners. Her
7
most recent publications include Teaching and Researching Language and
8
Culture (Pearson, 2003) and Methods for Teaching Foreign Languages:
9
Creating a Community of Learners in the Classroom (Prentice-Hall, 2002).
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1 Koji Konishiis Professor at Matsuyama University in Japan. His research
2 area is applied linguistics and TESOL, and his current research interest
3 focuses on communication strategies. He was a Visiting Professor at the
4 University of Minnesota between 1999 and 2000, where he carried out
5 research on communication strategies with Elaine Tarone.
6
Anne Lazaraton is a faculty member in the MA ESL Program at the
7
University of Minnesota. Her research interests include discourse analysis
8
of NS-NNS and NNS-NNS interaction, oral language assessment, and
9
applied linguistics research methodology. Her work has appeared in
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Language Testing,Modern Language Journal,Research on Language and Social
1
Interaction, SYSTEM, and TESOL Quarterly. A Qualitative Approach to the
2
Validation of Oral Language Tests, her new book, was recently published
3
by Cambridge University Press.
4
5 Carsten Roever is an academic staff member in the Department
6 of Linguistics and Applied Linguistics at the University of Melbourne.
7 He received a Ph.D. in Second Language Studies from the University
8 of Hawai’i at Manoa. His research interests include second language
9 teaching and learning, interlanguage pragmatics, and second language
40 assessment.
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