9. A corpus approach to studying structural convergence in task-based Spanish L2 interactions
-
Joseph Collentine
Abstract
Having established that interaction positively affects acquisition, research is expanding the theoretical frameworks and methodological tools with which it studies how interactional processes promote L2 development. This chapter uses corpus-linguistic tools to study Spanish L2 learners’ interaction in tasks involving a 3D world and synchronous computer-mediated communication (SCMC). We study the learners’ use of complex syntax from the theoretical perspective of structural alignment, which posits that language acquisition is enhanced when two learners’ output essentially “converges” (Branigan, Pickering, Pearson & McLean 2010) on the use of the same or comparable linguistic structures. The present study provides evidence that Spanish L2 learners align their syntactic production during communicative interaction by converging on the use of complex sentences containing nominal clauses.
Abstract
Having established that interaction positively affects acquisition, research is expanding the theoretical frameworks and methodological tools with which it studies how interactional processes promote L2 development. This chapter uses corpus-linguistic tools to study Spanish L2 learners’ interaction in tasks involving a 3D world and synchronous computer-mediated communication (SCMC). We study the learners’ use of complex syntax from the theoretical perspective of structural alignment, which posits that language acquisition is enhanced when two learners’ output essentially “converges” (Branigan, Pickering, Pearson & McLean 2010) on the use of the same or comparable linguistic structures. The present study provides evidence that Spanish L2 learners align their syntactic production during communicative interaction by converging on the use of complex sentences containing nominal clauses.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Preface xi
-
Part I. Interactions in L2 classrooms
- 1. Promoting attention to form through task repetition in a Korean EFL context 3
- 2. Language-related episodes during collaborative tasks 25
- 3. The impact of increasing task complexity on L2 pragmatic moves 45
- 4. Tasks and traditional practice activities in a foreign language context 71
- 5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction 89
- 6. Classroom interaction and learning opportunities across time and space 109
-
Part II. Interactions involving technology
- 7. The cyber language exchange 129
- 8. Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences 147
- 9. A corpus approach to studying structural convergence in task-based Spanish L2 interactions 167
- 10. Preemptive feedback in CALL 189
- 11. Learner perceptions of clickers as a source of feedback in the classroom 209
-
Part III. Interactions in other educational settings
- 12. International engineering graduate students’ interactional patterns on a paired speaking test 227
- 13. The effectiveness of interactive group orals for placement testing 247
- 14. Interaction in conversation groups 269
- 15. Language production opportunities during whole-group interaction in conversation group settings 293
- Appendix 315
- Index 317
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Preface xi
-
Part I. Interactions in L2 classrooms
- 1. Promoting attention to form through task repetition in a Korean EFL context 3
- 2. Language-related episodes during collaborative tasks 25
- 3. The impact of increasing task complexity on L2 pragmatic moves 45
- 4. Tasks and traditional practice activities in a foreign language context 71
- 5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction 89
- 6. Classroom interaction and learning opportunities across time and space 109
-
Part II. Interactions involving technology
- 7. The cyber language exchange 129
- 8. Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences 147
- 9. A corpus approach to studying structural convergence in task-based Spanish L2 interactions 167
- 10. Preemptive feedback in CALL 189
- 11. Learner perceptions of clickers as a source of feedback in the classroom 209
-
Part III. Interactions in other educational settings
- 12. International engineering graduate students’ interactional patterns on a paired speaking test 227
- 13. The effectiveness of interactive group orals for placement testing 247
- 14. Interaction in conversation groups 269
- 15. Language production opportunities during whole-group interaction in conversation group settings 293
- Appendix 315
- Index 317
