Chapter 6. Interaction and phonetic form in task completion
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Megan Solon
Abstract
The present study examines the effect of interlocutor type – second language (L2) learner versus heritage speaker – on interaction and phonetic accuracy during the completion of a dyadic map task in Spanish. Twenty intermediate-level, native English-speaking learners of Spanish and 10 heritage speakers of Spanish participated. Data collection occurred over two sessions; at each session, participants completed a dyadic map task on which pronunciation had been made task-essential via street names that constituted vocalic minimal pairs (e.g., Calle Poca vs. Calle Pica). At one session, L2 learners interacted with another L2 learner; at the other, they interacted with a heritage speaker, with the order of interlocutor interaction conditions counterbalanced across learner participants. Dyads were audio-recorded during the completion of the task, and the recordings were analyzed in two ways: (a) with regard to the number and type of language-related episodes (LREs; Swain & Lapkin, 1998, 2001) present in the interaction, with a focus on pronunciation-related LREs, and (b) with regard to the phonetic accuracy of learner Spanish vowel productions as measured by first and second formant frequencies. Results suggest little change in LRE production by interlocutor type but significantly less targetlike realizations of /o/ and /u/ during interaction with a heritage speaker than with another L2 learner. The findings are discussed in light of previous research on interlocutor effects on interaction and linguistic outcomes and with special attention given to how and why pronunciation as a target feature may differ from other foci.
Abstract
The present study examines the effect of interlocutor type – second language (L2) learner versus heritage speaker – on interaction and phonetic accuracy during the completion of a dyadic map task in Spanish. Twenty intermediate-level, native English-speaking learners of Spanish and 10 heritage speakers of Spanish participated. Data collection occurred over two sessions; at each session, participants completed a dyadic map task on which pronunciation had been made task-essential via street names that constituted vocalic minimal pairs (e.g., Calle Poca vs. Calle Pica). At one session, L2 learners interacted with another L2 learner; at the other, they interacted with a heritage speaker, with the order of interlocutor interaction conditions counterbalanced across learner participants. Dyads were audio-recorded during the completion of the task, and the recordings were analyzed in two ways: (a) with regard to the number and type of language-related episodes (LREs; Swain & Lapkin, 1998, 2001) present in the interaction, with a focus on pronunciation-related LREs, and (b) with regard to the phonetic accuracy of learner Spanish vowel productions as measured by first and second formant frequencies. Results suggest little change in LRE production by interlocutor type but significantly less targetlike realizations of /o/ and /u/ during interaction with a heritage speaker than with another L2 learner. The findings are discussed in light of previous research on interlocutor effects on interaction and linguistic outcomes and with special attention given to how and why pronunciation as a target feature may differ from other foci.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
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Introduction
- Chapter 1. Expanding individual difference research in the interaction approach 3
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Learners
- Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
- Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
- Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
- Chapter 5. Gender and recasts 99
- Chapter 6. Interaction and phonetic form in task completion 121
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Instructors
- Chapter 7. Instructor individual characteristics and L2 interaction 151
- Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
- Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
- Chapter 10. Linguistic variation in instructor provision of oral input 225
- Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
- Chapter 12. Preservice instructors’ performance on a language learning task 281
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Other interlocutors
- Chapter 13. Look who’s interacting 305
- Index 325
Kapitel in diesem Buch
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
-
Introduction
- Chapter 1. Expanding individual difference research in the interaction approach 3
-
Learners
- Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
- Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
- Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
- Chapter 5. Gender and recasts 99
- Chapter 6. Interaction and phonetic form in task completion 121
-
Instructors
- Chapter 7. Instructor individual characteristics and L2 interaction 151
- Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
- Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
- Chapter 10. Linguistic variation in instructor provision of oral input 225
- Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
- Chapter 12. Preservice instructors’ performance on a language learning task 281
-
Other interlocutors
- Chapter 13. Look who’s interacting 305
- Index 325
