TY - THES A1 - Reinhardt, Susanne T1 - Assessing interactional competence BT - identifying candidate criterial features for L2 repair skills N2 - The development of speaking competence is widely regarded as a central aspect of second language (L2) learning. It may be questioned, however, if the currently predominant ways of conceptualising the term fully satisfy the complexity of the construct: Although there is growing recognition that language primarily constitutes a tool for communication and participation in social life, as yet it is rare for conceptualisations of speaking competence to incorporate the ability to inter-act and co-construct meaning with co-participants. Accordingly, skills allowing for the successful accomplishment of interactional tasks (such as orderly speaker change, and resolving hearing and understanding trouble) also remain largely unrepresented in language teaching and assessment. As fostering the ability to successfully use the L2 within social interaction should arguably be a main objective of language teaching, it appears pertinent to broaden the construct of speaking competence by incorporating interactional competence (IC). Despite there being a growing research interest in the conceptualisation and development of (L2) IC, much of the materials and instruments required for its teaching and assessment, and thus for fostering a broader understanding of speaking competence in the L2 classroom, still await development. This book introduces an approach to the identification of candidate criterial features for the assessment of EFL learners’ L2 repair skills. Based on a corpus of video-recorded interaction between EFL learners, and following conversation-analytic and interactional-linguistic methodology as well as drawing on basic premises of research in the framework of Conversation Analysis for Second Language Acquisition, differences between (groups of) learners in terms of their L2 repair conduct are investigated through qualitative and inductive analyses. Candidate criterial features are derived from the analysis results. This book does not only contribute to the operationalisation of L2 IC (and of L2 repair skills in particular), but also lays groundwork for the construction of assessment scales and rubrics geared towards the evaluation of EFL learners’ L2 interactional skills. N2 - Die Entwicklung von Sprechkompetenz wird weithin als ein zentraler Bestandteil des Fremdsprachenerwerbs angesehen. Es kann jedoch hinterfragt werden, ob aktuell geläufige Konzeptionen dieses Begriffs der Komplexität des Konstruktes gerecht werden. Es findet zwar zunehmend Berücksichtigung, dass Sprache vor allem als Werkzeug, also als Mittel zur Kommunikation und Teilhabe an sozialer Interaktion, zu verstehen ist, selten schließt Sprechkompetenz aber die Fähigkeit ein, mit Gesprächspartner*innen zu inter-agieren und gemeinsam Sinn zu produzieren. Fähigkeiten, die es erlauben, erfolgreich interaktionale Aufgaben (z.B. reibungsloser Sprecherwechsel, Behebung von (Hör-)Verstehensproblemen) zu bewältigen, sind folglich auch kaum oder gar nicht im Alltag des Vermittelns und Bewertens von Fremdsprachenkenntnissen repräsentiert. Da es wohl eines der zentralen Anliegen bei der Vermittlung von Fremdsprachen ist, Lerner*innen zur erfolgreichen Teilnahme an fremdsprachlicher sozialer Interaktion zu befähigen, erscheint es sinnvoll, das Konstrukt ‚Sprechkompetenz‘ um das Konzept der Interaktionalen Kompetenz (IK) zu erweitern. In der Forschung ist ein wachsendes Interesse an der Konzeptualisierung und Entwicklung von (fremdsprachlicher) IK zu beobachten – um aber ein um IK erweitertes Verständnis von Sprechkompetenz auch im Fremdsprachenunterricht ermöglichen und fördern zu können, besteht noch deutlicher Bedarf bei der Entwicklung von Materialien und Instrumenten für Lehre und Prüfung. Dieses Buch präsentiert einen Ansatz zur Identifikation von candidate criterial features (d.h., möglichen Kriterien) für die Bewertung der fremdsprachlichen Reparaturfähigkeit von Englischlerner*innen. Basierend auf einem Korpus videografierter Interaktionen zwischen Englischlerner*innen werden im Rahmen qualitativer und induktiver Analysen Unterschiede zwischen Lerner*innen(gruppen) in Bezug auf ihr Reparaturverhalten in der Fremdsprache herausgearbeitet. Die Arbeit folgt dabei konzeptionellen und methodologischen Prinzipien der Konversationsanalyse, Interaktionalen Linguistik und Conversation Analysis for Second Language Acquisition. Candidate criterial features werden aus den Ergebnissen der Analysen abgeleitet. Die Arbeit leistet nicht nur einen Beitrag zur Operationalisierung fremdsprachlicher IK (insbesondere fremdsprachlicher Reparaturfähigkeit), sondern auch zum Fundament für die Entwicklung von Skalen und Rastern für die Bewertung fremdsprachlicher interaktionaler Fähigkeiten von Englischlerner*innen. KW - conversation analysis KW - interactional linguistics KW - CA-SLA KW - interactional competence KW - assessment KW - Konversationsanalyse KW - interaktionale Linguistik KW - CA-SLA KW - interaktionale Kompetenz KW - Bewertung Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-619423 ER - TY - JOUR A1 - Malabarba, Taiane A1 - Oliveira Mendes, Anna Carolina A1 - de Souza, Joseane T1 - Multimodal resolution of overlapping talk in video-mediated L2 instruction JF - Languages : open access journal N2 - This paper investigates a pervasive phenomenon in video-mediated interaction (VMI), namely, simultaneous start-ups, which happen when two speakers produce a turn beginning in overlap. Based on the theoretical and methodological tenets of conversation analysis and interactional linguistics, the present study offers a multimodal and sequential account of how simultaneous start-ups are oriented to and solved in the context of English as an additional language (L2) tutoring. The micro- and sequential analysis of ten hours of screen-recorded video-mediated data from tutoring sessions between an experienced tutor and an advanced-level tutee reveals that the typical overlap resolution trajectory results in the tutor withdrawing from the interactional floor. The same analysis uncovered a range of resources, such as lip pressing and the verbal utterance 'go ahead', employed in what we call enhanced explicitness, through which the withdrawal is done. The orchestration of these resources allows the tutor to exploit the specific features of the medium to resolve simultaneous start-ups while also supporting the continuation of student talk. We maintain that this practice is used in the service of securing the learner's interactional space, and consequently in fostering the use of the language being learned. The results of the study help advance current understandings of L2 instructors' specialized work of managing participation and creating learning opportunities. Being one of the first studies to detail the practices involved in overlap resolution in the micro-context of simultaneous talk on Zoom-based L2 instruction, this study also makes a significant contribution to research on video-mediated instruction and video-mediated interaction more generally. KW - video-mediated interaction (VMI) KW - English as an additional language KW - (L2) KW - teaching KW - turn-taking KW - overlap resolution KW - 'go ahead'; KW - multimodality KW - conversation analysis KW - interactional linguistics Y1 - 2022 U6 - https://doi.org/10.3390/languages7020154 SN - 2226-471X VL - 7 IS - 2 PB - MDPI CY - Basel ER - TY - GEN A1 - Küttner, Uwe-Alexander T1 - Investigating inferences in sequences of action BT - the case of claiming "Just-Now" recollection with oh that's right T2 - Postprints der Universität Potsdam: Philosophische Reihe N2 - This paper offers an exploratory Interactional Linguistic account of the role that inferences play in episodes of ordinary conversational interaction. To this end, it systematically reconsiders the conversational practice of using the lexico-syntactic format oh that's right to implicitly claim "just-now" recollection of something previously known, but momentarily confused or forgotten. The analyses reveal that this practice typically occurs as part of a larger sequential pattern that the participants orient to and which serves as a procedure for dealing with, and generating an account for, one participant's production of an inapposite action. As will be shown, the instantiation and progressive realization of this sequential procedure requires local inferential work from the participants. While some facets of this inferential work appear to be shaped by the particular context of the ongoing interaction, others are integral to the workings of the sequence as such. Moreover, the analyses suggest that participants' understanding of oh that's right as embodying an implicit memory claim rests on an inference which is based on a kind of semantic-pragmatic compositionality. The paper thus illustrates how inferences in conversational interaction can be systematically studied and points to the merits of combining an interactional and a linguistic perspective. T3 - Zweitveröffentlichungen der Universität Potsdam : Philosophische Reihe - 161 KW - interactional linguistics KW - conversation analysis KW - inferences KW - action recognition KW - forgetfulness KW - confusion KW - recollection KW - oh that's right Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-426310 IS - 161 ER - TY - THES A1 - Köhler, Anke T1 - Theoriebasierte Betreuung des Schulpraktikums im Lehramtsstudium Englisch T1 - Theory based mentoring during the practical internship of student teachers in English BT - ein hochschuldidaktischer Beitrag zur Professionalisierung im Studium BT - a contribution to professionalisation during curricular studies – a perspective from higher education didactics N2 - Der Beitrag der Dissertation „Theoriebasierte Betreuung vom Schulpraktikum im Lehramtsstudium Englisch“ zum wissenschaftlichen Diskurs liegt in der Verbindung von Theoriebereichen der Professionalisierungsforschung und angewandten Linguistik mit Untersuchungen zur hochschuldidaktischen Begleitung und Betreuung im ersten Unterrichtspraktikum des Lehramtsstudiums, dem fachdidaktischen Tagespraktikum, an der Universität Potsdam. Ein interaktionsanalytisches Vorgehen wurde eingesetzt zur Weiterentwicklung des hochschuldidaktischen Settings einer disziplinenverbindenden, fachwissenschaftlichen Begleitung von Praktika im komplexen Kontext Schule. Die Implementierung entsprechender Formate ins reguläre Studium wurde in einer über drei Jahre angelegten iterativen Studie turnusmäßig evaluiert. N2 - The dissertation “Theory based mentoring during the practical internship of future English teachers” contributes to the research in the field of professionalization in teacher studies programmes. The areas of professionalisation and applied linguistics are combined with research conducted in university mentoring during the first school internship for student teachers. The researcher uses an interaction analytic approach to develop the didactic setting of the mentored internship. Student teachers pass the complex situation of the internship more focused and with higher learning outcomes than their peers without the new training. The iterative study with three adaptions takes place over a course of three years. KW - Praktikum KW - Hochschuldidaktik KW - Englisch KW - Betreuung KW - Professionalisierung KW - Schule KW - Lehrerbildung KW - higher education didactics KW - professionalisation KW - mentoring KW - internship KW - school KW - curriculum development KW - interaction analysis KW - conversation analysis KW - video analysis KW - reflection KW - student teachers KW - applied linguistics KW - theory practice KW - Videoanalyse KW - Interaktionsanalyse KW - Konversationsanalyse KW - nonverbal KW - Reflexion Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-91531 ER - TY - THES A1 - Hauer, Lisa Maria T1 - Schöpfer, Diebe, Kreative : Identitätskonstruktionen im Urheberrechtsdiskurs ; eine kommunikationslinguistische Analyse T1 - Authors, thieves, creatives : constructions of identity in the copyright discourse ; a communicational linguistic analysis N2 - Die Arbeit widmet sich dem kontroversen Diskurs über den Schutz von Urheberrechten einerseits und den freien Zugang zu Ressourcen über das Internet andererseits. Auf Grundlage eines Korpus aus mündlichen sowie schriftlichen Textdaten werden drei zentrale Ziele verfolgt: Erstens werden die Identitätskonstruktionen der Teilnehmer innerhalb des gewählten Diskursausschnittes analysiert. Zweitens werden Zusammenhänge zwischen Mikro- und Makroebene, d. h. zwischen Identitätskonstruktion auf lokaler Gesprächsebene und solcher auf der globaleren Ebene des schriftlichen Datenmaterials untersucht. Drittens werden die eingesetzten Analyseinstrumente aus verschiedenen sprachwissenschaftlichen Disziplinen auf ihre Anwendbarkeit für eine ebenenübergreifende Studie bewertet. Die Arbeit bewegt sich damit in ihrer Methodik zwischen zwei kommunikationslinguistischen Forschungsperspektiven, der Konversationsanalyse und der Diskursanalyse, die bisher im deutschen Forschungsraum noch eher getrennte Wege gegangen sind. N2 - The master thesis treats the controversial discourse about the protection of copyright on the one hand and free access to data via internet on the other. On the basis of a corpus of oral and written text data three aims are pursued: Firstly, the constructions of identity of the members are analyzed within the selected discourse section. Secondly, relations between micro- and macro level, i. e. between construction of identity on the local level of talk and on the more global level of written data, are examined. Thirdly, the instruments from different linguistic disciplines used for the analysis are evaluated with regard to their usability for a cross-level study. Thus, methodologically this study moves between two communicational linguistic perspectives, namely Conversation Analysis and Discourse Analysis, which until now went rather separate ways in the German research area. KW - Diskursanalyse KW - Identität KW - Konversationsanalyse KW - Urheberrecht KW - discourse analysis KW - identity KW - conversation analysis KW - copyright Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-70284 ER - TY - JOUR A1 - Gerstenberg, Annette A1 - Lindholm, Camilla T1 - Language and aging research BT - new insights and perspectives JF - Linguistics vanguard N2 - Our introduction to the special collection gives an overview of the research projects which were originally presented at the third CLARe network conference. We group the research under four cross-sectional topics that unite the different contributions: the data used in the research, the theoretical frameworks, the languages and varieties which are represented and the situational contexts which are examined. These projects represent the current state of research in this field and allows the reader to orient themselves within this diverse field but also leaves many questions open and provides impetus for future lines of research. The interaction and collaboration between diverse disciplines is the central aspect which unites all contributions to the special collection. KW - language and aging KW - lifespan KW - health communication KW - language change KW - interactional linguistics KW - conversation analysis KW - corpus linguistics KW - psycholinguistics KW - sociolinguistics KW - computational linguistics Y1 - 2019 U6 - https://doi.org/10.1515/lingvan-2019-0025 SN - 2199-174X VL - 5 IS - s2 PB - De Gruyter CY - Berlin ER - TY - JOUR A1 - Aldrup, Marit T1 - Well let me put it uhm the other way around maybe’ BT - Managing students’ trouble displays in the CLIL classroom JF - Classroom discourse N2 - This study is concerned with repair practices that a teacher and students employ to restore intersubjectivity when faced with interactional problems in a Content and Language Integrated Learning (CLIL) classroom. Adopting a conversation analytic (CA) approach, it examines the interactional treatment of students’ verbal and embodied trouble displays in a video-recorded, teacher-fronted geography lesson held in English at a German high school. At the same time, it explores to what extent the repair practices employed are fitted to this specific interactional context. The analysis shows that students’ verbal trouble displays often result in extensive repair sequences, whereas students’ embodied trouble displays are usually met with teacher self-repair in the transition space. In this way, the latter are resolved much earlier and more quickly. The study further reveals practices like reformulation and translation to be especially useful for repairing interactional problems in classrooms in which a foreign language is used as the medium of instruction. The findings may be of interest for prospective as well as practicing teachers in that they provide relevant insights into how interactional trouble can be successfully managed in (CLIL) classroom interaction. KW - Trouble displays KW - repair KW - embodiment KW - classroom interaction KW - conversation analysis Y1 - 2019 U6 - https://doi.org/10.1080/19463014.2019.1567360 SN - 1946-3014 SN - 1946-3022 VL - 10 IS - 1 SP - 46 EP - 70 PB - Routledge, Taylor & Francis Group CY - Abingdon ER -