L1 English speaker participation in ELF interaction: a single case analysis of dyadic institutional talk
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Daisuke Kimura
Daisuke Kimura is a doctoral candidate in Applied Linguistics at Pennsylvania State University. Trained primarily in Conversation Analysis, he studies ELF interaction in various contexts, such as classroom and informal settings. His dissertation longitudinally explores the linguistic experience of international and local students at Thai universities with a particular focus on the interplay between ELF, multilingualism, and social relationships. He is a recipient of a dissertation grant from the International Research Foundation for English Language Education (TIRF).
Abstract
This conversation analytic study explores the nexus of goal orientation and linguistic identity (particularly of L1 English speakers) in ELF interaction. While goal orientation constitutes a hallmark of ELF scholarship, the latter notion has received limited scholarly attention. To address this gap, this study examines a dyadic, institutional interaction between two students in the United States (L1 British English and L1 Arabic) who met for an intercultural conversation assigned by their instructors. In the interest of accomplishing the goal of obtaining intercultural information, the participants did not bring their differences in linguistic identity to the fore of the interaction, while it was also found that the pursuit of an institutional goal can at times manifest itself as orientations to linguistic norms. The examination of these overt orientations to the institutional goal is followed by a study of deviant cases in which the L1 speaking participant appeared to make relevant his superior linguistic identity at first glance. While they could be interpreted as claims of linguistic superiority, a closer look revealed that these instances also reflected the participants’ cooperative orientations to the emergent communicative needs so as to jointly accomplish the shared goal. Highlighting the problem of presuming a correlation between interactional behavior and linguistic identity, the study suggests the need for the analyst to withhold his/her preconceptions about interactants’ identities. Further research involving diverse groups of interactants, including L1 speakers of English, is needed to contribute to the recent theoretical developments that characterize ELF interaction as situated within diverse linguacultural ecologies and power dynamics.
この会話分析の研究では、ELFの相互行為における目標志向性と言語的アイデンティティの関連性を調査する。目標志向性はELF研究の重要な構成要素のひとつであるが、後者の概念は限定的な学術的扱いを受けてきた。本研究では、アメリカの二人の学生（イギリス英語第一言語話者とアラビア語第一言語話者）の授業外課題である「intercultural conversation」における制度的場面の会話を分析する。異文化間情報を得るという共通の目標を達成するために、参加者が言語的規範主義を追及することは稀であった。一方、目標の達成には、時として規範的正確性が重要となることもわかった。加えて、このような明白な目標志向の相互行為の例から逸脱しているかに見える例（deviant cases）の分析も行った。一見すると、これらの例は英語第一言語話者が、目標志向の会話を一時的に止め、言語的規範主義を追及し、自身の英語に対する専門性を主張しているように思われた。しかし、より厳密な分析の結果、これらの行為も目標志向の現れであるとの結論に至った。本稿の研究結果は、言語的アイデンティティと言語行動を安易に関連付けることの問題を示唆している。第一言語話者を含めた多様なELF使用者を対象とした更なる研究は、多様な言語的エコロジーと力関係に関係した、最近のELF研究の理論的発展に貢献するものと考えられる。
About the author
Daisuke Kimura is a doctoral candidate in Applied Linguistics at Pennsylvania State University. Trained primarily in Conversation Analysis, he studies ELF interaction in various contexts, such as classroom and informal settings. His dissertation longitudinally explores the linguistic experience of international and local students at Thai universities with a particular focus on the interplay between ELF, multilingualism, and social relationships. He is a recipient of a dissertation grant from the International Research Foundation for English Language Education (TIRF).
Acknowledgements
I would like to express my gratitude to the two reviewers and editor for their constructive feedback and encouragement, which helped me effectively revise the manuscript. An earlier version of this paper was presented at the ELF9 conference in Lleida, and I acknowledge the helpful comments I received from the audience. Last but not least, I am also grateful to my two participants for their kind permission to record the interaction, without which this study would not have been possible.
Appendix
A guiding questions provided by the instructors
Intensive English Program:
How do you compare your high school experience to being a student at Penn State?
What experience helped prepare you to be a university student?
What was surprising or challenging when you started taking university classes?
What types of assignments do you usually complete for your classes?
How do you study, like when, where, with whom?
What recommendations would you have for someone who is going to be a university student?
Global English:
What is the most challenging part of your learning English? Give me some examples of things that are more complicated in English than in your native language, and explain the differences.
Other than words for food, can you think of some words or phrases in your native language that don’t seem to translate well into English?
Can you think of some English words or phrases that don’t seem to translate well into your native language? How would you explain them to someone from your own country?
When you are talking to your classmate who shares your native language, do you sometimes use English words or phrases that both of you understand, and then just keep going in your native language? Could you give me some examples?
Are there any words or phrases that have become a mix of English and your native language? These might be words that only IEP students use or words that have actually become common in either English or your native language.
B transcription symbols (adopted from Jefferson 2004)
- [
overlapping talk
- {
synchronized verbal and nonverbal actions
- =
latching (no hearable pause between two turns)
- (1.0)
pause (enclosed number indicates length of pause in seconds)
- (. )
micropause (shorter than 0.2 seconds)
- word.
falling intonation
- word?
rising intonation
- word,
continuing intonation
- ↑
sharp rise of pitch
- ↓
sharp fall of pitch
- uh:m
elongation (number of colons indicates the length of elongation)
- wor-
an abrupt stop in articulation
- °words°
soft speech
- >words<
increased speed
- (xxx)
inaudible (number of x’s represents the number of inaudible syllables; words in parentheses represent the transcriber’s best guess)
- ((words))
transcriber comment
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Articles in the same Issue
- Frontmatter
- Articles
- Diversity of users, settings, and practices: how are features selected into ELF practice?
- Japanese university students’ attitudes towards their English and the possibility of ELF awareness
- L1 English speaker participation in ELF interaction: a single case analysis of dyadic institutional talk
- Social class and the inequality of English speakers in a globalized world
- Interactional management of face-threatening acts in casual ELF conversation: an analysis of third-party complaint sequences
- Standard language models, variable lingua franca goals: How can ELF-aware teacher education square the circle?
- “Co-certification”: a close encounter with ELF for an international examining board
- Book Reviews
- Gerarty, Barbara Jean E. Conacher: Intercultural contact, language learning and migration
- Chen, Yuan-shan Der-Hwa Victoria Rau Gerald Rau: Email discourse among Chinese using English as a Lingua Franca
- Holmes, Prue Fred Dervin: The cultural and intercultural dimensions of English as a Lingua Franca
- Hogan-Brun, Gabrielle: Linguanomics. What is the market value of multilingualism?
Articles in the same Issue
- Frontmatter
- Articles
- Diversity of users, settings, and practices: how are features selected into ELF practice?
- Japanese university students’ attitudes towards their English and the possibility of ELF awareness
- L1 English speaker participation in ELF interaction: a single case analysis of dyadic institutional talk
- Social class and the inequality of English speakers in a globalized world
- Interactional management of face-threatening acts in casual ELF conversation: an analysis of third-party complaint sequences
- Standard language models, variable lingua franca goals: How can ELF-aware teacher education square the circle?
- “Co-certification”: a close encounter with ELF for an international examining board
- Book Reviews
- Gerarty, Barbara Jean E. Conacher: Intercultural contact, language learning and migration
- Chen, Yuan-shan Der-Hwa Victoria Rau Gerald Rau: Email discourse among Chinese using English as a Lingua Franca
- Holmes, Prue Fred Dervin: The cultural and intercultural dimensions of English as a Lingua Franca
- Hogan-Brun, Gabrielle: Linguanomics. What is the market value of multilingualism?
