Development of Interactional Competence in Japanese as a Second Language: Use of Incomplete Sentences as Interactional Resources

2014 ◽  
Vol 98 (2) ◽  
pp. 518-535 ◽  
Author(s):  
Naoko Taguchi
Keyword(s):  
Second Language ◽  
Language Use ◽  
Interactional Competence

scholarly journals Connecting the Language Classroom and the Wild: Re-enactments of Language Use Experiences

2018 ◽  
Vol 40 (4) ◽  
pp. 594-623 ◽  
Author(s):  
Niina Lilja ◽  
Arja Piirainen-Marsh
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Conversation Analysis ◽  
Language Use ◽  
Real Life ◽  
Service Encounters ◽  
Interactional Competence ◽  
Language Classroom ◽  
In The Wild

Abstract Using multimodal conversation analysis, this article analyses language learning as an in situ process during a teacher-assigned, experientially based pedagogical activity. The activity involved a three-part pedagogical structure, where learners first prepared for and then participated in real-life service encounters, and later reflected on their experiences back in the classroom. The analysis details how the co-constructed telling sequences through which novice second language users re-enact their experiences create an occasion for language-focused activity. We argue that the actions through which the participants display and sustain an orientation to an interactional practice as an object of learning make visible a learning project. The findings illuminate the practices through which language-focused activity is initiated, sustained, and managed to enable in situ learning. They also show how re-enactments function in storytelling and display a novice learner’s interactional competence. Finally, the findings illustrate how experiences gained in everyday social activities can be ‘harvested and reflected upon’ (Wagner 2015: 77) in the classroom and contribute to recent initiatives to develop teaching practices that support learning in-the-wild.

scholarly journals What is special about L3 processing?

2013 ◽  
Vol 18 (2) ◽  
pp. 130-144 ◽  
Author(s):  
KEES DE BOT ◽  
CAROL JAENSCH
Keyword(s):  
Second Language ◽  
Language Processing ◽  
Language Use ◽  
Fundamental Question ◽  
Third Language ◽  
The Core ◽  
Dynamic Perspective ◽  
Core Issue ◽  
The Brain ◽  
Over Time

While research on third language (L3) and multilingualism has recently shown remarkable growth, the fundamental question of what makes trilingualism special compared to bilingualism, and indeed monolingualism, continues to be evaded. In this contribution we consider whether there is such a thing as a true monolingual, and if there is a difference between dialects, styles, registers and languages. While linguistic and psycholinguistic studies suggest differences in the processing of a third, compared to the first or second language, neurolinguistic research has shown that generally the same areas of the brain are activated during language use in proficient multilinguals. It is concluded that while from traditional linguistic and psycholinguistic perspectives there are grounds to differentiate monolingual, bilingual and multilingual processing, a more dynamic perspective on language processing in which development over time is the core issue, leads to a questioning of the notion of languages as separate entities in the brain.

Sign in / Sign up

Export Citation Format

Share Document