Difference between revisions of "Lilja2014"
SaulAlbert (talk | contribs) |
AndreiKorbut (talk | contribs) m |
||
| (One intermediate revision by one other user not shown) | |||
| Line 3: | Line 3: | ||
|Author(s)=Niina Lilja | |Author(s)=Niina Lilja | ||
|Title=Partial repetitions as other-initiations of repair in second language talk: Re-establishing understanding and doing learning | |Title=Partial repetitions as other-initiations of repair in second language talk: Re-establishing understanding and doing learning | ||
| − | |Tag(s)= | + | |Tag(s)=EMCA; Repair; Repetitions; Second Language; Learning; |
|Key=Lilja2014 | |Key=Lilja2014 | ||
|Year=2014 | |Year=2014 | ||
|Journal=Journal of Pragmatics | |Journal=Journal of Pragmatics | ||
|Volume=71 | |Volume=71 | ||
| − | |Pages= | + | |Pages=98–116 |
| − | |DOI= | + | |URL=http://www.sciencedirect.com/science/article/pii/S0378216614001465 |
| + | |DOI=10.1016/j.pragma.2014.07.011 | ||
|Abstract=This conversation analytical paper examines other-initiated repair sequences in everyday interactions between first and second language speakers of Finnish. More specifically, it focuses on sequences that are initiated by a second language speaker by repeating a part of the trouble source turn and shows that the repetitions are recurrently treated as actions indicating specific language-related problems of understanding. The analysis suggests that the linguistic asymmetry in second language interactions is a resource that is drawn upon in situations in which other resources for action formation and recognition are not sufficient. In addition, the analysis illustrates why and how certain linguistic elements become objects of language learning in everyday interaction and informs our understanding of everyday encounters as language learning environments. It has implications for the discussion on the identities of second language users and learners and highlights the importance of keeping these concepts analytically separate. | |Abstract=This conversation analytical paper examines other-initiated repair sequences in everyday interactions between first and second language speakers of Finnish. More specifically, it focuses on sequences that are initiated by a second language speaker by repeating a part of the trouble source turn and shows that the repetitions are recurrently treated as actions indicating specific language-related problems of understanding. The analysis suggests that the linguistic asymmetry in second language interactions is a resource that is drawn upon in situations in which other resources for action formation and recognition are not sufficient. In addition, the analysis illustrates why and how certain linguistic elements become objects of language learning in everyday interaction and informs our understanding of everyday encounters as language learning environments. It has implications for the discussion on the identities of second language users and learners and highlights the importance of keeping these concepts analytically separate. | ||
}} | }} | ||
Latest revision as of 10:15, 11 March 2016
| Lilja2014 | |
|---|---|
| BibType | ARTICLE |
| Key | Lilja2014 |
| Author(s) | Niina Lilja |
| Title | Partial repetitions as other-initiations of repair in second language talk: Re-establishing understanding and doing learning |
| Editor(s) | |
| Tag(s) | EMCA, Repair, Repetitions, Second Language, Learning |
| Publisher | |
| Year | 2014 |
| Language | |
| City | |
| Month | |
| Journal | Journal of Pragmatics |
| Volume | 71 |
| Number | |
| Pages | 98–116 |
| URL | Link |
| DOI | 10.1016/j.pragma.2014.07.011 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This conversation analytical paper examines other-initiated repair sequences in everyday interactions between first and second language speakers of Finnish. More specifically, it focuses on sequences that are initiated by a second language speaker by repeating a part of the trouble source turn and shows that the repetitions are recurrently treated as actions indicating specific language-related problems of understanding. The analysis suggests that the linguistic asymmetry in second language interactions is a resource that is drawn upon in situations in which other resources for action formation and recognition are not sufficient. In addition, the analysis illustrates why and how certain linguistic elements become objects of language learning in everyday interaction and informs our understanding of everyday encounters as language learning environments. It has implications for the discussion on the identities of second language users and learners and highlights the importance of keeping these concepts analytically separate.
Notes
