刊讯｜SSCI 期刊《现代语言杂志》2022年第S1期
THE MODERN LANGUAGE JOURNAL
Volume 106, Issue S1, January 2022
The Modern Language Journal（SSCI一区，2020 IF：4.759）2022年第S1期共发文8篇，其中论文部分6篇，观点部分2篇。论文部分涉及多模态、多模态对话分析、基于范例的学习、基于用法的二语习得等。观点部分涉及语言教学、语言教学法等。
目录
ARTICLES
■ Emergent L2 Grammars in and for Social Interaction: Introduction to the Special Issue, by Simona Pekarek Doehler, Søren W. Eskildsen, Pages 3-22.
■Functional Diversification and Progressive Routinization of a Multiword Expression in and for Social Interaction: A Longitudinal L2 Study, by Pekarek Doehler, Klara Skogmyr Marian, Pages 23-45.
■ Accumulating Semiotic Resources for Social Actions: A Case Study of L2 Icelandic in the Wild, by Guðrún Theodórsdóttir, Søren W. Eskildsen, Pages 46-68.
■Visualizing Emergent Turn Construction: Seeing Writing While Speaking, by Tim Greer, Zachary Nanbu, Pages 69-88.
■Collaborative Mobilizations of Interbodied Communication for Cooperative Action, by John Hellermann, Steven L. Thorne, Pages 89–112.
■ L2 Classroom Input and L2 Positionally Sensitive Grammars: The Role of Information-Seeking Question Sequences, by Joan Kelly Hall, Pages 113-131.
COMMENTARIES
■Combinations and Connections: Reaching Across Disciplinary Boundaries, by Diane Larsen-Freeman, Pages 132-140.
■ Learning Grammar for Social Action: Implications for Research and Language Teaching, by Arja Piirainen-Marsh, Arja Piirainen-Marsh, Pages 141-150.
摘要
Emergent L2 Grammars in and for Social Interaction: Introduction to the Special Issue
Simona Pekarek Doehler, University of Neuchâtel, Institute of Language Sciences, Pierre-à-Mazel 7, Neuchâtel, 2000, Switzerland
Søren W. Eskildsen, University of Southern Denmark, Department of Design and Communication, Sønderborg, 6400, Denmark
Abstract Setting the stage for the central themes and the articles in this special issue, this introduction delineatesthe epistemological confluences, complementarities, and differences among conversation analysis (CA),on the one hand, and 2 strands of usage-based linguistics, on the other—namely, usage-based second-language acquisition (SLA) and interactional linguistics. This implies depicting how an increased inter-est in actual usage within the field of linguistics, including usage-based SLA, has converged with the basicassumptions in CA and interactional linguistics: (a) Language use is primordially and primarily situatedin social interaction, and (b) language emerges out of social interaction. We scrutinize the grounds forcombining the 3 frameworks for investigating second language development, illustrate such combina-tion through the discussion of some of the rare existing studies that integrate these frameworks, andargue for the need to develop the methodological combinations further in order to move toward anecologically more valid understanding of how language develops out of language use. On that basis, andadditionally drawing on the individual contributions to the special issue, we then outline some implications for L2 education.
Key words: Usage-based SLA, conversation analysis, interactional linguistics, interactional competence, exemplar-based learning
Functional Diversification and Progressive Routinization of a Multiword Expression in and forSocial Interaction: A Longitudinal L2 Study
Pekarek Doehler, University of Neuchâtel, Institute of Language Sciences, Pierre-à-Mazel 7, Neuchâtel, 2000, Switzerland
Klara Skogmyr Marian, University of Neuchâtel, Institute of Language Sciences, Pierre-à-Mazel 7, Neuchâtel, 2000, Switzerland
Abstract In this article, we bring together conversation analysis and usage-based linguistics to investigate the second language (L2) developmental trajectory of a linguistic construction within the complex multimodal ecology of naturally occurring social interaction. We document how, over the course of 15 months, an L2 speaker's use of the French multiword expression comment on dit [how do you say] diversifies in both form and function. Two types of longitudinal change are observed: (a) The expression expands in its context of use: “Literal” uses are observed initially to request a candidate lexical item but are later also found in requests for confirmation, (b) these literal uses become proportionally less frequent, and the expression progressively routinizes as a marker-like element used for indexing cognitive search and floor-holding, and eventually also as a preface to self-correction. This routinization entails erosion in form and meaning, in concert with systematic change in co-occurring bodily-visual conduct, in particular gaze and gesture. By documenting change over time in the functional use and the multimodal delivery of the target construction, the findings evidence the longitudinal development of L2 grammar-for-interaction and showcase how linguistic and bodily resources may interface in L2 development. They also have important implications for language teaching and learning.
Key words: L2 development, grammar, interaction, interactional competence, multimodality
Accumulating Semiotic Resources for Social Actions: A Case Study of L2 Icelandic in the Wild
Guðrún Theodórsdóttir, Comparative Cultural Studies, School of Humanities, 101, Reykjavik, Iceland
Søren W. Eskildsen, University of Southern Denmark, Department of Design and Communication, 6400, Sønderborg, Denmark
Abstract This study investigates a second language (L2) speaker's use and learning of the Icelandic auxiliary verb ætla (pronounced /aihtla/) in the wild. This analytic focus is motivated by the L2 speaker's (Anna) own orientation to ætla as a learnable. We track Anna's use of ætla in naturally occurring social interaction over time. Anna first learns to use ætla to make requests in service encounters but this does not automatically transfer to other environments, suggesting an intricate relationship between ætla and the social action it is used to accomplish. The study illuminates (a) how this relationship between ætla expressions and the social actions they are used to accomplish develops over time, and (b) how Anna's increasingly diversified and productive varieties of ætla expressions co-emerge with increasingly varied action accomplishment. Together, these two dimensions of L2 learning form the backbone of Anna's L2 grammar as an emergent accumulation of semiotic resources for social action. This serves as the backdrop for the article's implications for L2 education: (a) We promote the idea of exemplar-based and interactionally situated L2 teaching, and (b) we call for increased awareness of situated and developing interactional competence and usage-based processes and practices in the education of L2 teachers.
Key words: L2 development; grammar; interaction; interactional competence; multimodality
Visualizing Emergent Turn Construction: Seeing Writing While Speaking
Tim Greer, Kobe University, School of Languages and Communication, Graduate School of Intercultural Studies, 1-2-1Tsurukabuto, Nada-ku, Kobe, 657-8501, Japan
Zachary Nanbu, Kobe University, Graduate School of Intercultural Studies, 1-2-1 Tsurukabuto, Nada-ku, Kobe, 657-8501, Japan
Abstract This study draws on multimodal conversation analysis to emically account for moments in second language (L2) English interaction in which speakers appear to be visualizing text as they talk. One way they do this is by slotting out elements of a turn-in-progress in the air, shifting their hand in a slotting gesture from left to right as they say each word to display to their recipient that they are visualizing certain elements of the turn. In other cases, participants use their fingers to ‘write’ elements of the turn-in-progress on their palms or in the air. The embodied practices of visualizing a turn component by component as it is formulated therefore make public the temporality of its in situ grammatical production. These multimodally accomplished visualizations also provide the speaker with access to a recalled text that helps them produce the spoken equivalent. The study suggests that English-as-a-foreign language (EFL) learners may therefore support their spoken interaction by visualizing written grammar or lexical items, and that multimodal practices such as the precision-timed deployment of gaze and gesture make a seemingly intrapsychological process like visualization a social matter. The data are taken from a corpus of 94 video-recorded paired discussion tests among EFL learners whose first language (L1) was Japanese
Key words: Second language interaction, interactional competence, oral assessment, turn construction, multimodal conversation analysis
L2 Classroom Input and L2 Positionally Sensitive Grammars: The Role of Information-Seeking Question Sequences
Joan Kelly Hall, The Pennsylvania State University, Department of Applied Linguistics, 207 Sparks Building, University Park,Pennsylvania, PA 16802
Abstract Evidence from usage-based studies of second language (L2) acquisition reveals that a main source of L2 learners’ developing grammars is the L2 input to which learners are regularly exposed. What learners develop from their extended engagement in the sequences of actions comprising the input is not an acontextual system of grammatical units but rather thoroughly social, positionally sensitive grammars linked to the linguistic designs of the sequences. A growing body of research drawing on the theoretical framework and analytic methods of conversation analysis (CA) has identified the recurring interactional activities of L2 classrooms, which, for most adult L2 learners, are a major source of L2 input. Less examined are the linguistic designs of the interactional activities. This is the focus of the study reported here. Drawing on the shared theoretical and methodological framework of CA and interactional linguistics (IL), and building on previous work, the study examines the linguistic designs of information-seeking sequences by which whole-group instruction is accomplished. The focus is on teacher questions seeking factual information, the type of ‘knownness’ embodied in the questions, and both the actional types and linguistic designs of the student responses they engender. Findings show that while a great deal of opportunities for participation are made available to L2 learners in the information-seeking sequences, the linguistic quality of the sequences is fairly limited in that the questions are designed primarily to engender one word or multiword phrases. These findings suggest that the possible pathways that learners’ developing L2 positionally sensitive grammars can take from their extended engagement in these sequences are also limited. For L2 teacher education, studies such as this one can enhance teachers’ understanding of the links between classroom input and learners’ developing L2 grammars, and the key role the teachers themselves play in designing the linguistic input of their L2 classroom contexts.
Key words: L2 input, conversation analysis, interactional linguistics, positionally sensitive grammar, information-seeking, sequences, social action formats, linguistic designs
Collaborative Mobilizations of Interbodied Communication for Cooperative Action
John Hellermann, Portland State University, Department of Applied Linguistics, University Center Building, 527 SW Hall Street,Portland, Oregon, 97207, United States of America
Steven L. Thorne, Portland State University, World Languages and Literatures, Fariborz Maseeh Hall, 1855 SW Broadway, Portland, OR, 97201, United States of America; University of Groningen, Department of Applied Linguistics, P.O. Box 716, Groningen 9700 AS, the Netherlands
Abstract Drawing on usage-based approaches to the study of language learning—including recent research on mobility in interaction, embodied approaches to cognition and communicative action, and innovations in place-based language learning in the wild—this article uses methods from ethnomethodological conversation analysis to investigate video recordings of 3 English language learners playing an augmented reality game that advocated for environmental stewardship. The analysis focused on 1 aspect of the game, an oral report about different green technologies, which was repeated 3 times due to technical difficulties. Analysis reveals emergent interactional dynamics that included (a) the use and creative reuse of multiword expressions, and (b) aligned interbodied cooperative practices that together supported (c) the building of a discourse structure for making oral reports that were part of the game narrative. The analysis highlights the semipermeable, collaboratively produced, and emergent nature of grammar for social action. Implications for pedagogy include (a) the consideration of structured unpredictability in language task design, and (b) a (re)conceptualization of language structure and language development as both an individual and group achievement.
Key words: Bodily deixis; repeated activity; augmented reality; multiword expressions
Combinations and Connections: Reaching Across Disciplinary Boundaries
Diane Larsen-Freeman, University of Michigan, School of Education, 610 E. University Avenue, Ann Arbor, MI 48109
Abstract The data-rich articles in this special issue invite readers to consider how grammar and multimodality enact social practices. In particular, they propose a reconceptualization of grammar, moving beyond an autonomous system of items and combinatorial rules to demonstrate how grammar is an embodied resource for social interaction. In this discussion, I build on this important reconceptualization of grammar in order to identify cross-cutting themes—themes that result from combining research methodologies and connecting the research reported on here with that originating from other disciplines, especially that inspired by complex dynamic systems theory. My intention is to urge all researchers not only to pursue their own research agendas but also to build on existing common ground, in order to overcome fractionalization and to contribute to our mutual understanding.
Key words: Complex systems, social interaction, longitudinal, synchronization, emergence, affordance, context, adaptation, relational
Learning Grammar for Social Action: Implications for Research and Language Teaching
Arja Piirainen-Marsh, University of Jyväskylä, Department of Language and Communication Studies, P.O. Box 35, Jyväskylä, 40014, Finland
Niina Lilja, Tampere University, Faculty of Information Technology and Communication Science, Kalevantie, 43100, Finland
Abstract The articles in this special issue contribute to understanding the interactional grounding of language learning by scrutinizing how patterns of language use emerge and get routinized as dynamic resources for accomplishing actions in co-constructed interaction. Their findings problematize how grammar is represented in second language (L2) teaching materials and have important implications for future research and language pedagogy. In this commentary, we address some of these implications focusing on two questions: (a) how the studies change the conceptualization of grammar as an object of L2 learning and teaching, and (b) how the insights of this research can inform language teaching.
Key words: Learning in interaction, conversation analysis, second language, grammar, multimodality, socialaction, language pedagogy, language teaching
期刊简介
The MLJ is an international refereed journal that is dedicated to promoting scholarly exchange among researchers and teachers of all modern foreign languages and English as a second language. The journal is particularly committed to publishing high quality work in non-English languages.
《现代语言期刊》是一本国际性的评介期刊，致力于促进所有现代外语和英语作为第二语言的研究人员和教师之间的学术交流语言。该杂志特别致力于以非英语语言出版高质量的作品。
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