Startseite Linguistik & Semiotik Chapter 10. Linguistic variation in instructor provision of oral input
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Chapter 10. Linguistic variation in instructor provision of oral input

  • Laura Gurzynski-Weiss , Kimberly L. Geeslin✝ , Avizia Y. Long und Danielle Daidone
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Expanding Individual Difference Research in the Interaction Approach
Ein Kapitel aus dem Buch Expanding Individual Difference Research in the Interaction Approach

Abstract

The current study examines the variable use of verbal subjects (e.g., explicit yo hablo vs. null hablo ‘[I] speak’), in oral production by five native-speaking instructors directed to Spanish foreign language (FL) learners in a university setting. Our data consisted of instructors’ oral presentation of grammar-focused tasks in one to three Spanish FL lessons. Results demonstrate individual differences in patterns of use by instructor, and are interpreted in the context of learners’ acquisition of subject expression (e.g., Abreu, 2009; Geeslin, 2011a, 2011b; Geeslin, Linford, & Fafulas, 2015; Geeslin, Linford, Fafulas, Long, & Díaz-Campos, 2012) and patterns of variable use by native speakers across out-of-classroom settings and tasks (e.g., Abreu, 2009; Geeslin, 2006; Geeslin & Gudmestad, 2008a, 2008b). An exploration of individual characteristics such as country of origin (i.e., regional dialect), age of learning of English, years in the United States, and years teaching Spanish provides further evidence of the complex nature of this phenomenon. Future areas of investigation of instructor classroom input, particularly in relation to learner opportunities for use and development of variable structures, are outlined.

Abstract

The current study examines the variable use of verbal subjects (e.g., explicit yo hablo vs. null hablo ‘[I] speak’), in oral production by five native-speaking instructors directed to Spanish foreign language (FL) learners in a university setting. Our data consisted of instructors’ oral presentation of grammar-focused tasks in one to three Spanish FL lessons. Results demonstrate individual differences in patterns of use by instructor, and are interpreted in the context of learners’ acquisition of subject expression (e.g., Abreu, 2009; Geeslin, 2011a, 2011b; Geeslin, Linford, & Fafulas, 2015; Geeslin, Linford, Fafulas, Long, & Díaz-Campos, 2012) and patterns of variable use by native speakers across out-of-classroom settings and tasks (e.g., Abreu, 2009; Geeslin, 2006; Geeslin & Gudmestad, 2008a, 2008b). An exploration of individual characteristics such as country of origin (i.e., regional dialect), age of learning of English, years in the United States, and years teaching Spanish provides further evidence of the complex nature of this phenomenon. Future areas of investigation of instructor classroom input, particularly in relation to learner opportunities for use and development of variable structures, are outlined.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. List of contributors xi
  5. Introduction
  6. Chapter 1. Expanding individual difference research in the interaction approach 3
  7. Learners
  8. Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
  9. Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
  10. Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
  11. Chapter 5. Gender and recasts 99
  12. Chapter 6. Interaction and phonetic form in task completion 121
  13. Instructors
  14. Chapter 7. Instructor individual characteristics and L2 interaction 151
  15. Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
  16. Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
  17. Chapter 10. Linguistic variation in instructor provision of oral input 225
  18. Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
  19. Chapter 12. Preservice instructors’ performance on a language learning task 281
  20. Other interlocutors
  21. Chapter 13. Look who’s interacting 305
  22. Index 325
https://doi.org/10.1075/aals.16.10gur

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. List of contributors xi
  5. Introduction
  6. Chapter 1. Expanding individual difference research in the interaction approach 3
  7. Learners
  8. Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
  9. Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
  10. Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
  11. Chapter 5. Gender and recasts 99
  12. Chapter 6. Interaction and phonetic form in task completion 121
  13. Instructors
  14. Chapter 7. Instructor individual characteristics and L2 interaction 151
  15. Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
  16. Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
  17. Chapter 10. Linguistic variation in instructor provision of oral input 225
  18. Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
  19. Chapter 12. Preservice instructors’ performance on a language learning task 281
  20. Other interlocutors
  21. Chapter 13. Look who’s interacting 305
  22. Index 325
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Heruntergeladen am 28.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/aals.16.10gur/html
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