Article published in:
Dialogue in Multilingual and Multimodal Communities
Edited by Dale Koike and Carl S. Blyth
[Dialogue Studies 27] 2015
► pp. 253–285

Changing frames in native speaker and learner talk

Moving toward a shared dialogue

| University of Texas at Austin
This study examines how Spanish native speakers (NSs) and second language (L2) learners deal with changing frames in talk. Goffman’s (1974) ideas of frames and ‘keys’ are extended to NS-learner informal interviews to characterize the pragmatic resources that NS and learners use to change frames. The data indicate that the participants signal changes using various pragmatic resources, such as questions implying a new frame, personal comments, and emotional reactions such as laughter or sympathy. Frame changes can also be rejected. The study illustrates the role of pragmatics in pointing to changes in the discourse, showing that L2 communication difficulties can stem from such changes. These pragmatic resources should be part of the description of ‘shared repertoires’ that facilitate dialogue in NS-learner communities.
Published online: 10 July 2015
https://doi.org/10.1075/ds.27.09koi
Cited by

Cited by other publications

Koike, Dale & Carl S. Blyth
2016. A metadialogic approach to intercultural dialogue. Language and Dialogue 6:2 ► pp. 223 ff. Crossref logo
Showstack, Rachel E.
2016. La pragmática transcultural de los hablantes de herencia de español: análisis e implicaciones pedagógicas. Journal of Spanish Language Teaching 3:2 ► pp. 143 ff. Crossref logo

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