Grammar as a Joint Achievement: Co-Constructions in L2 Interactions

Autor/inn/en	Family, Neiloufar; Durus, Natalia; Ziegler, Gudrun
Titel	Grammar as a Joint Achievement: Co-Constructions in L2 Interactions
Quelle	In: Novitas-ROYAL (Research on Youth and Language), 9 (2015) 1, S.30-45 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-4733
Schlagwörter	Foreign Countries; Second Language Learning; English (Second Language); Grammar; Morphology (Languages); Syntax; Intercultural Communication; Secondary School Students; Early Adolescents; Form Classes (Languages); Learning Processes; Oral Language; Language Processing; Sentences; Imitation; Multilingualism; Phrase Structure; Language Patterns; Luxembourg + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Morphology; Morphologie; Interkulturelle Kommunikation; Sekundarschüler; Analytischer Sprachbau; Learning process; Lernprozess; Oral interpretation; Mündlicher Sprachgebrauch; Sprachverarbeitung; Sentence analysis; Satzanalyse; Mehrsprachigkeit; Multilingualismus; Phrasenstruktur; Sprachmodell; Sprachstruktur
Abstract	In this study, we present and analyze co-constructions from L2 English data collected at the European School in Luxembourg. Co-constructions are morpho-syntactic structures split across two speakers, in which a second speaker completes a grammatical structure initiated by the first speaker in conversation. The corpus features multilingual 13-14 year old language learners interacting in an English classroom as they work on a collaborative group-writing task. Five types of co-constructions emerge in our data: "locative phrases," "want/let," "copulas," "transitives," and "nominal compounds." The analysis centers on the morpho-syntactic structures involved, with consideration of the sequential environment where co-constructions occur. The featured examples complement and expand what we know about co-constructions in two ways. First, the data suggest that L2 language learners engage in co-constructions just as native speakers (NS) do, irrespective of their L2 learner status. Second, L2 co-constructions, similar to previously reported NS examples, appear to orient to both a) the morpho-syntactic constraints of the language used, as well as to b) the social-interactional context surrounding and structuring the task-in-progress such as the back and forth of talk during a collaborative writing task. (As Provided).
Anmerkungen	Children's Research Center-Turkey. Via Tower Is Merkezi, Bestepeler Mahallesi, Nergiz Sokak No 7-35 Sögütözü, Ankara 06530, Turkey. Tel: +90-312-2190219; Fax: +90-312-2190321; e-mail: submissions@novitasroyal.org; Web site: http://www.novitasroyal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01