Difference between revisions of "Eskildsen2021"
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|Tag(s)=EMCA; Gesture; Second language learning; Interactional Competence; Usage-based linguistics | |Tag(s)=EMCA; Gesture; Second language learning; Interactional Competence; Usage-based linguistics | ||
|Key=Eskildsen2021 | |Key=Eskildsen2021 | ||
| − | |||
|Year=2021 | |Year=2021 | ||
|Language=English | |Language=English | ||
|Journal=Frontiers in Communication | |Journal=Frontiers in Communication | ||
| − | |URL=https:// | + | |Volume=6 |
| − | |DOI= | + | |Pages=eid: 660674 |
| + | |URL=https://www.frontiersin.org/articles/10.3389/fcomm.2021.660674/full | ||
| + | |DOI=10.3389/fcomm.2021.660674 | ||
|Abstract=Using conversation analysis and usage-based linguistics, I focus on a beginning L2 user in an ESL classroom and trace his use of a “family of expressions” which, from the perspective of linguistic theory, are instantiations of either the ditransitive dative construction (e.g., “he told me the story”) or a prepositional dative construction (e.g., “he told the story to me”). The semantics of both constructions denotes transfer of an object, physically or metaphorically, from one agent to another. Therefore, I investigate them as one type of object-transfer construction. The instances of the construction are found predominantly in instruction sequences, and I show how the L2 user co-employs talk and recycled embodied work that elaborates the deictic references of the talk and the relation of agent-object-recipient roles among them. Through my analyses, I will showcase the embodied nature of linguistic categorization (Langacker, 1987) but take the argument further and suggest that the semiotic resource known as “language” is a residual of embodied social sense-making practices (aus der Wieschen and Eskildsen, 2019). The study draws on the MAELC database at Portland State University, a longitudinal audio-visual corpus of American English L2 classroom interaction. | |Abstract=Using conversation analysis and usage-based linguistics, I focus on a beginning L2 user in an ESL classroom and trace his use of a “family of expressions” which, from the perspective of linguistic theory, are instantiations of either the ditransitive dative construction (e.g., “he told me the story”) or a prepositional dative construction (e.g., “he told the story to me”). The semantics of both constructions denotes transfer of an object, physically or metaphorically, from one agent to another. Therefore, I investigate them as one type of object-transfer construction. The instances of the construction are found predominantly in instruction sequences, and I show how the L2 user co-employs talk and recycled embodied work that elaborates the deictic references of the talk and the relation of agent-object-recipient roles among them. Through my analyses, I will showcase the embodied nature of linguistic categorization (Langacker, 1987) but take the argument further and suggest that the semiotic resource known as “language” is a residual of embodied social sense-making practices (aus der Wieschen and Eskildsen, 2019). The study draws on the MAELC database at Portland State University, a longitudinal audio-visual corpus of American English L2 classroom interaction. | ||
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Latest revision as of 07:10, 17 June 2023
| Eskildsen2021 | |
|---|---|
| BibType | ARTICLE |
| Key | Eskildsen2021 |
| Author(s) | Søren Wind Eskildsen |
| Title | Embodiment, Semantics and Social Action: The Case of Object-Transfer in L2 Classroom Interaction |
| Editor(s) | |
| Tag(s) | EMCA, Gesture, Second language learning, Interactional Competence, Usage-based linguistics |
| Publisher | |
| Year | 2021 |
| Language | English |
| City | |
| Month | |
| Journal | Frontiers in Communication |
| Volume | 6 |
| Number | |
| Pages | eid: 660674 |
| URL | Link |
| DOI | 10.3389/fcomm.2021.660674 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Using conversation analysis and usage-based linguistics, I focus on a beginning L2 user in an ESL classroom and trace his use of a “family of expressions” which, from the perspective of linguistic theory, are instantiations of either the ditransitive dative construction (e.g., “he told me the story”) or a prepositional dative construction (e.g., “he told the story to me”). The semantics of both constructions denotes transfer of an object, physically or metaphorically, from one agent to another. Therefore, I investigate them as one type of object-transfer construction. The instances of the construction are found predominantly in instruction sequences, and I show how the L2 user co-employs talk and recycled embodied work that elaborates the deictic references of the talk and the relation of agent-object-recipient roles among them. Through my analyses, I will showcase the embodied nature of linguistic categorization (Langacker, 1987) but take the argument further and suggest that the semiotic resource known as “language” is a residual of embodied social sense-making practices (aus der Wieschen and Eskildsen, 2019). The study draws on the MAELC database at Portland State University, a longitudinal audio-visual corpus of American English L2 classroom interaction.
Notes
