Proficiency and Sequential Organization of L2 Requests

Autor/inn/en	Al-Gahtani, Saad; Roever, Carsten
Titel	Proficiency and Sequential Organization of L2 Requests
Quelle	In: Applied Linguistics, 33 (2012) 1, S.42-65 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amr031
Schlagwörter	Interlanguage; Social Environment; Pragmatics; Language Proficiency; Second Language Learning; Case Studies; Role Playing; Sequential Approach; Correlation; Interpersonal Communication; Discourse Analysis; Speech Communication + Suchen Sie Ihr Suchwort? Zielsprache; Soziales Umfeld; Pragmalinguistik; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Rollenspiel; Schrittfolge; Korrelation; Interpersonale Kommunikation; Diskursanalyse
Abstract	L2 requests in developmental pragmatics research are commonly investigated using non-interactive data collection techniques or sidelining the larger discourse sequence in which the request proper is embedded. This study takes a different approach to the study of L2 requests. In a cross-sectional design, we collected role play data from learners at four proficiency levels, and focused on the sequential organization of the interactions and the impact of participants' proficiency level. Findings indicate that lower level learners were less likely to project the upcoming request and lay the groundwork for it through ascertaining interlocutor availability and providing accounts. They used fewer first-pair parts and uttered the request early relying on the interlocutor to elicit further information. The interlocutor also adjusted to learners' proficiency level in keeping complications to a minimum. Effects of the social context variable Power were very limited but discernible at high-proficiency levels. We argue for a more discursive approach to developmental data in interlanguage pragmatics that allows the identification of interactional correlates of proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10