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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...3 4 5 6 7 8 9 10 11...2.306 Hits 121 – 140 of 46.108 121 THE ROLE OF PSYCHOLINGUISTIC ASPECTS IN THE LEARNING AND TEACHING SECOND LANGUAGE ... Ezoza Ismat Kizi Hazratkulova. - : Academic research in educational sciences, 2022 BASE Show details 122 The Rise and Fall of Linguistic Transfer ... Ozernyi, Daniil M.. - : Zenodo, 2022 BASE Show details 123 The Rise and Fall of Linguistic Transfer ... Ozernyi, Daniil M.. - : Zenodo, 2022 BASE Show details 124 The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ... Schaefer, Maxine. - : Open Science Framework, 2022 BASE Show details 125 Learning vocabulary and syntax with and without redundancy ... Monaghan, Padraic. - : Open Science Framework, 2022 BASE Show details 126 Phonological Contrast and Conflict in Dutch Vowels: Neurobiological and Psycholinguistic Evidence from Children and Adults ... Rue, N.P.W.D. De. - : Data Archiving and Networked Services (DANS), 2022 BASE Show details 127 Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021 Haque, Shahzaman; Le Lièvre, Françoise In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022) BASE Show details 128 The Oral Production of Discourse Markers by Advanced Learners of Spanish Ramsburg, James In: IULC Working Papers; Vol. 22 No. 1 (2022): Volume 22 (1) ; 1524-2110 (2022) BASE Show details 129 Stakeholders' Insights Into Migrant Students’ Experiences in a Thai Public School: A Linguistic Ecological Perspective Rueangdej, Chutiwan; Nomnian, Singhanat In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 243-266 ; Multicultural Lingual and Multicultural Education (2022) BASE Show details 130 Evaluación y descripción del desarrollo del discurso narrativo en español Camus Torres, Alondra; Aparici Aznar, Melina; Morgan, Gary. - : Grupo Ars XXI de Comunicacion, S.L., 2022 BASE Show details 131 Course Progress in the General Integration Course Homrighausen, Pia; Saif, Salwan In: 7-2021 ; BAMF-Brief Analysis ; 13 (2022) BASE Show details 132 Impact of factors specific to forced migration on German language acquisition: Family constellation, health status and housing situation Baier, Andreea; Tissot, Anna; Rother, Nina In: 4-2020 ; BAMF-Brief Analysis ; 13 (2022) BASE Show details 133 The third wave of the IAB-BAMF-SOEP Survey of Refugees: Refugees are improving their German language skills and continue to feel welcome in Germany Paiva Lareiro, Patricia de; Rother, Nina; Siegert, Manuel In: 1-2020 ; BAMF-Brief Analysis ; 18 (2022) BASE Show details 134 How do L2 student moderators facilitate a peer-led discussion forum? Zhong, Dr. Qunyan ( Maggie); Norton, Howard. - 2022 BASE Show details 135 Introduction to Language Development in Children: Description to Detect and Prevent Language Difficulties Adrover-Roig, Daniel; Aguilar Mediavilla, Eva M.; Serrat Sellabona, Elisabet... In: Children, 2022, vol. 9, núm. 3, p. 412 ; Articles publicats (D-PS) (2022) BASE Show details 136 Relative clauses in child heritage speakers of Turkish in the United States Coşkun Kunduz, Aylin; Montrul, Silvina. - : John Benjamins Publishing Company, 2022 BASE Show details 137 Spanish pragmatic markers' usage patterns in second language and heritage speakers Mostacero Pinilla, Cristina. - 2022 BASE Show details 138 Training in machine translation post-editing for foreign language students Zhang, Hong; Torres-Hostench, Olga. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2022 BASE Show details 139 Tracking linguistic change in childhood: Transmission, incrementation, and vernacular reorganization Holmes-Elliott, S; Smith, J. - : Linguistic Society of America, 2022 BASE Show details 140 L2 discourse markers and the development of interactional competence during study abroad Schirm, Ronald Samuel Karl. - : University of Waterloo, 2022 Abstract: In my dissertation, I use the theories and methodologies of Conversation Analysis (or “CA”, see Sacks et al., 1974) to investigate how speakers of a second language (or 'L2') develop the ability to interact in the L2 — or how they develop their interactional competence (or 'IC', see Hall & Pekarek Doehler, 2011). IC research has described how, over time, L2 speakers develop their IC by becoming able to perform actions, such as disagree (Pekarek Doehler & [Pochon-Berger], 2011), tell stories (Berger & Pekarek Doehler, 2018; Pekarek Doehler & Berger, 2018), and complain (Skogmyr Marian, 2021), more recognizably for their co-interactants. To perform such actions in interaction more recognizably, L2 speakers diversify the members' methods (Garfinkel, 1967, p. vii) they employ in performing those actions in the L2. While prior IC research has predominantly taken as an analytic starting point an action environment, I take as a starting a linguistic resource, specifically discourse markers. Discourse markers are words (e.g., English well, German also) or phrases (e.g., English y'know, German guck mal "look") which show the connection between discursive units and instruct co-interactants how to interpret some current turn at talk against the prior talk. Previous IC studies were able to describe developing L2 IC in terms of co-interactants' visible interpretations of L2 speakers' actions. Co-interactants, however, rarely display their understanding of the use of a particular linguistic resource. By taking discourse markers as an analytic starting point, my dissertation thus offers a different approach to and understanding of IC and its development. In my dissertation, I analyze the everyday interactions of two L2 speakers of German — Rachel and Nina — who are sojourning in Germany. First, I analyze speaker Rachel's use of the particle combination achja in sequence initial positions. In response to some information, L1 speakers of German use achja to claim remembering of that information (Betz & Golato, 2008). While Rachel exclusively uses achja in sequence-initial position, she takes advantage of achja's function as a claim of now-remembering to do some other interactional work, specifically to index now-remembering after a search, to backlink, and to do resumption (in combination with the particle also). Following these analyses, I explore the ways in which her experiences participating in German interaction as well as her L1 (English) could be influencing her use of achja also to accomplish resumption in everyday German interaction. I find that Rachel, while using resources from the L2, is transferring a strategy for resumption from her L1 into her L2 in her resumptions. I then do a longitudinal analysis (see Wagner et al., 2018) of Nina's use of the multi-functional discourse marker also. My analysis finds that Nina uses also at the beginning of the sojourn to maintain intersubjectivity and at the end to repair intersubjectivity. I describe Nina's trajectory of IC development through also as pruning, at term which captures both the growth/strengthening of new uses as well as the dropping of others. I also forward an understanding of IC as the ability to contribute to the organization of interaction, one that harkens back to Psathas' (1990) description of interactional competence as the ability to collaboratively produce structures of interaction. In my final chapter, I use my analytical findings to scrutinize the ethnomethodological notions of member and membership, both of which have been broadly described in CA research in terms of culture, society, and language (e.g., Hellermann, 2008, 2011; Robinson, 2016; Sacks, 1992; ten Have, 2002). I argue that, by using such a conceptualization of membership, CA and IC research do not accurately capture the ways in which interactants orient to each other's contributions in interactions, nor do the fields capture the nuanced and fluid nature of membership and differing access to methods that members may have. By diversifying the approaches we take to studying IC — e.g., by taking L2 linguistic resources as our starting points — we can deepen our understanding what it means to become interactionally competent in a second language. Keyword: conversation analysis; discourse markers; interactional competence; second language acquisition; study abroad URL: http://hdl.handle.net/10012/17978 BASE Hide details Page: 1...3 4 5 6 7 8 9 10 11...2.306

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