emcawiki - User contributions [en]

GreerNanbu2022

2024-09-25T08:39:09Z

TimGreer:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Tim Greer; Zachary Nanbu;
|Title=Visualizing emergent turn construction: Seeing writing while speaking
|Tag(s)=EMCA; Second Language; Turn Construction; Embodiment
|Key=GreerNanbu2022
|Year=2022
|Language=English
|Journal=Modern Language Journal
|Volume=106
|Number=S1
|Pages=69-88
|DOI=https://doi.org/10.1111/modl.12748
|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.
}}

GreerNanbu2022

2024-09-25T08:36:46Z

TimGreer: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Tim Greer; Zachary Nanbu; |Title=Visualizing emergent turn construction: Seeing writing while speaking |Tag(s)=EMCA; |Key=GreerNanbu2022..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Tim Greer; Zachary Nanbu;
|Title=Visualizing emergent turn construction: Seeing writing while speaking
|Tag(s)=EMCA;
|Key=GreerNanbu2022
|Year=2022
|Language=English
|Journal=Modern Language Journal
|Volume=106
|Number=S1
|Pages=69-88
|DOI=https://doi.org/10.1111/modl.12748
|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.
}}

GreerWagner2023

2024-09-25T08:31:17Z

TimGreer: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Tim Greer; Johannes Wagner; |Title=The interactional ecology of homestay experiences: Locating input within participation and membership..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Tim Greer; Johannes Wagner;
|Title=The interactional ecology of homestay experiences: Locating input within participation and membership
|Tag(s)=EMCA; Homestay interaction; Membership; Participation; Second Language
|Key=GreerWagner2023
|Year=2023
|Language=English
|Journal=Second Language Research
|Volume=39
|Number=1
|Pages=85-111
|DOI=https://doi.org/10.1177/02676583211058831
|Abstract=Study abroad homestays are generally assumed to provide visitors with opportunities to learn language ‘in the wild’ by participating in the host family’s everyday life. Ultimately such participation is accomplished via individual episodes of interaction as the visitor is socialized into the family’s mundane routines and rituals. Building on research into second language interaction in the lifeworlds of learners beyond the classroom, this study considers (1) how interactants in one homestay context draw on a range of ecologically available resources to co-accomplish participation and membership, and (2) how such participation affords the guest with an expanding repertoire of resources, including linguistic elements and new participatory practices. The study uses multimodal conversation analysis (CA) to discuss two extended extracts from naturally occurring interaction collected between a novice L2 English speaker and his homestay family. The analysis suggests that language learning is more complex than the mere provision of linguistic input: new lexical items and practices emerge within the interactants’ respective lifeworlds in relation to locally situated contingencies, and can be occasioned and explained via recourse to a range of material and embodied affordances beyond just language. Input, therefore, is sequentially and ecologically located in the broader business of an ongoing collective sociality and primarily serves the two key interactional imperatives of progressivity and intersubjectivity.
}}

Greer2019a

2024-05-21T06:30:59Z

TimGreer: Created page with "{{BibEntry |BibType=INCOLLECTION |Author(s)=Tim Greer; |Title=Noticing words in the wild |Editor(s)=John Hellerman; Soren W. Eskildsen; Simona Pekarek Doehler; Arja Piirainen-..."

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Tim Greer;
|Title=Noticing words in the wild
|Editor(s)=John Hellerman; Soren W. Eskildsen; Simona Pekarek Doehler; Arja Piirainen-Marsh;
|Tag(s)=EMCA;
|Key=Greer2019a
|Publisher=Springer
|Year=2019
|Language=English
|Booktitle=Conversation Analytic Research on Learning-in-Action: The Complex Ecology of Second Language Interaction ‘in the wild’
|Pages=131-158
|Series=Educational Linguistics
|Abstract=This chapter draws on multi-modal Conversation Analysis to examine instances of mundane L2 interaction in which participants orient to learning new lexical items. Such sequences are initiated when one speaker pays attention to an instance of language use, either in the just-prior talk or via some environmentally available target word. This typically involves a repetition of the target lexical item which topicalizes it for the other participants and can lead to the sort of talk regularly seen in language classrooms, including explanations, alternative formulations, and intersubjective repair. Occasionally such sequences also include explicit noticing of learning itself, which momentarily indexes the co-participants' relative identity categories. The chapter tracks episodes of L2 talk in two distinct non-classroom contexts: (1) English dinner table talk between a Japanese student and his American homestay host family and (2) mundane Japanese talk between non-Japanese clients and Japanese hairdressers. The analysis examines the layered manner in which elements such as intonation, gaze, gesture and physical objects co-occur with the talk to accomplish noticing as an orientation to language learning. Epistemic asymmetries made relevant in the interaction afford novice language users access to the lexical resources they require and locally ascribe the expert speaker with teacher-like qualities.
}}

Greer2023

2024-05-21T06:10:25Z

{{BibEntry
|BibType=ARTICLE
|Author(s)=Tim Greer; Johannes Wagner;
|Title=The interactional ecology of homestay experiences: Locating input within participation and membership
|Tag(s)=EMCA;
|Key=Greer2023
|Publisher=Sage
|Year=2023
|Language=English
|Journal=Second Language Research
|Volume=39
|Number=1
|Pages=85-111
|URL=https://journals.sagepub.com/doi/10.1177/02676583211058831
|DOI=https://doi.org/10.1177/02676583211058831
|Abstract=Study abroad homestays are generally assumed to provide visitors with opportunities to learn language ‘in the wild’ by participating in the host family’s everyday life. Ultimately such participation is accomplished via individual episodes of interaction as the visitor is socialized into the family’s mundane routines and rituals. Building on research into second language interaction in the lifeworlds of learners beyond the classroom, this study considers (1) how interactants in one homestay context draw on a range of ecologically available resources to co-accomplish participation and membership, and (2) how such participation affords the guest with an expanding repertoire of resources, including linguistic elements and new participatory practices. The study uses multimodal conversation analysis (CA) to discuss two extended extracts from naturally occurring interaction collected between a novice L2 English speaker and his homestay family. The analysis suggests that language learning is more complex than the mere provision of linguistic input: new lexical items and practices emerge within the interactants’ respective lifeworlds in relation to locally situated contingencies, and can be occasioned and explained via recourse to a range of material and embodied affordances beyond just language. Input, therefore, is sequentially and ecologically located in the broader business of an ongoing collective sociality and primarily serves the two key interactional imperatives of progressivity and intersubjectivity.
}}

Nanbu2023

2024-05-21T05:59:25Z

TimGreer: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Zachary Nanbu; Tim Greer; |Title=Creating obstacles to progressivity: Task expansion in second language role plays |Tag(s)=EMCA; |Key=Na..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Zachary Nanbu; Tim Greer;
|Title=Creating obstacles to progressivity: Task expansion in second language role plays
|Tag(s)=EMCA;
|Key=Nanbu2023
|Year=2023
|Language=English
|Journal=TESOL Quarterly
|Volume=57
|Number=4
|Pages=1364-1400
|URL=https://doi.org/10.1002/tesq.3197
|DOI=https://doi.org/10.1002/tesq.3197
|Abstract=One way that language educators can extend a role-play is by adding a complication to encourage the learner say more. This study uses multimodal conversation analysis to explore such obstacles to progressivity among Japanese learners of English at an experiential language learning facility. We first examine an interactional practice in which the educator orients to a learner contribution as misaligned and creates a role-play-specific basis for rejection that expands the sequence, draws attention to linguistic form, and realigns the learner's responses with the task. We then analyze a related practice in which the educator “feigns” a next-turn display of misunderstanding to signal trouble located in some aspect of the learner's prior turn and thereby occasions the learner's reflection on possible pragmatic, syntactic or lexical issues with their contribution. The educators therefore create a temporary interactional barrier that the learner must overcome to progress the sequence. These practices allow the educators to emulate the way that mechanisms like repair, correction and rejection operate in mundane interaction beyond the classroom (i.e., “in the wild”) and offer insight into how unscripted role-play tasks can provide opportunities for expanded L2 use.
}}