23018194 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 53 Eb 15 9789027261618 06 10.1075/lllt.53 13 2019049833 DG 002 02 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 53 <TitleType>01</TitleType> <TitleText textformat="02">Cross-theoretical Explorations of Interlocutors and their Individual Differences</TitleText> 01 lllt.53 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.53 1 B01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 01 eng 282 xii 270 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 06 01 This book examines the role of interlocutors and their individual differences (IDs) in second language (L2) development from four theoretical lenses: the cognitive-interactionist approach, sociocultural theory, the variationist approach, and complex dynamic systems theory. A theoretical overview to each approach is written by a preeminent scholar in the framework, and each overview is followed by an empirical study that demonstrates how interlocutor IDs can be fruitfully researched within that framework. To maximize readability and impact, the chapters follow common organizing questions, inviting the engagement of L2 researchers, students, and teachers alike.Collectively, the chapters in the current volume initiate a cohesive discussion of the theoretical roles of the interlocutor within these four popular approaches to SLA; illustrate how interlocutor IDs influence L2 opportunities and/or development; present innovative, original empirical research on interlocutors and their IDs within each approach; and provide theoretical, empirical, and methodological guidance for future research on interlocutors and their IDs. A powerful contribution of this volume, highlighted in the concluding chapter’s synthesis, is the common call across all four approaches for the irrefutable role and need for research on interlocutors and their IDs. The volume also demonstrates how, despite theoretical and methodological differences, the four approaches are advancing congruently toward a more robust understanding of the multifaceted and dynamic nature of all interlocutors and their IDs, and thus toward a more complete and accurate picture of their influence on L2 development. 04 09 01 https://benjamins.com/covers/475/lllt.53.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027204899.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027204899.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.53.hb.png 07 09 01 https://benjamins.com/covers/125/lllt.53.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.53.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.53.hb.png 10 01 JB code lllt.53.ack ix x 2 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgments</TitleText> 10 01 JB code lllt.53.loc xi xii 2 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">List of contributors</TitleText> 10 01 JB code lllt.53.p1 Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;I. Introductory material</TitleText> 10 01 JB code lllt.53.01gur 3 16 14 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. Introducing cross-theoretical explorations of interlocutors and their individual differences</TitleText> 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 10 01 JB code lllt.53.p2 Section header 5 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;II. Cognitive-interactionist approach</TitleText> 10 01 JB code lllt.53.02phi 19 50 32 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. On the role of the interlocutor in second language development</TitleText> <Subtitle textformat="02">A cognitive-interactionist approach</Subtitle> 1 A01 Jenefer Philp Philp, Jenefer Jenefer Philp Lancaster University 2 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 20 cognitive-interactionist approach 20 instructors 20 L2 development 20 L2 interaction 20 learners 01 In this chapter we examine the role of the interlocutor in second language (L2) learning and use from a cognitive-interactionist perspective, concentrating on oral interaction in face-to-face and (written and/or video) chat-based contexts. We center our discussion on the ways relationship, status, proficiency, or familiarity between interlocutors impact L2 interaction and opportunities for development, as well as how interlocutor individual differences play a part in the interaction. Finally, we outline ways to continue this line of work, including suggestions for researchers, teachers, and students alike. 10 01 JB code lllt.53.03paw 51 76 26 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance</TitleText> 1 A01 Miroslaw Pawlak Pawlak, Miroslaw Miroslaw Pawlak Adam Mickiewicz University/State University of Applied Sciences in Konin 20 gender 20 L2 task-based interaction 20 learning style 20 negotiation 20 proficiency 01 Apart from positive evidence, or information about what is possible in the target language (TL), second language learners also need negative evidence, or information about what is not possible in the TL, and opportunities to engage in output production (Gass, 2003). As postulated by the cognitive-interactionist approach, these conditions can be met through opportunities for negotiated interaction. Building on previous research (e.g., Gass &#38; Varonis, 1986; Iwashita, 2001; Porter, 1996; Rassaei, 2015), this study investigated the impact of English learners&#8217; proficiency, gender, and learning style on the occurrence, nature, and outcomes of negotiation in two tasks, which differed with respect to the presence of information gap. Results provide some evidence for the mediating role of gender and learning style but not proficiency, with task type being an important mediating variable. 10 01 JB code lllt.53.p3 Section header 8 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;III. Sociocultural theory</TitleText> 10 01 JB code lllt.53.04lan 79 98 20 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;4. I ~ You &#62; I ~ Me</TitleText> <Subtitle textformat="02">The hidden other in L2 development</Subtitle> 1 A01 James P. Lantolf Lantolf, James P. James P. Lantolf Xi'an Jiao Tong University/The Pennsylvania State University 20 interaction 20 L2 development 20 social other 20 social relations 01 An often-unquestioned assumption regarding psychological and linguistic development is that the interesting and relevant processes occur inside the head of the individual. It is a position that &#8220;fetishizes&#8221; the fact that development necessarily entails social relations as a component. Vygotsky, on the other hand, proposes that uniquely human forms of mental behavior, including language development, arise as a result of social relations: &#8220;I relate to myself as others relate to me&#8221; (1997). In other words, &#8220;I ~ You&#8221; interactions become, over time, &#8220;I ~ Me&#8221; interactions in which the voices of others are appropriated and transformed into my voice. This paper fleshes out the theoretical argument underlying the hidden or &#8220;fetishized&#8221; social other and considers the implications of this stance for second language development. 10 01 JB code lllt.53.05bac 99 124 26 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. Interlocutor differences and the role of social others in a Spanish peer tutoring context</TitleText> 1 A01 Michele Back Back, Michele Michele Back University of Connecticut 20 epistemic incongruence 20 epistemic stance 20 interlocutor differences 20 peer tutoring 20 social others 01 Peer tutoring is a valuable component of additional language learning due to interactions with a knowledgeable interlocutor. Yet many are unaware of the role of what Lantolf (2015) termed &#8220;social others&#8221; on interlocutors&#8217; and learners&#8217; perceptions and constructions of the target language and culture. Social others include persons who interlocutors perceive as having equal, more, or less knowledge; written texts; and previous or potential selves. Social others do not have to be physically present for mediation on expertise to occur. In this chapter, I analyze video data from Spanish language peer tutoring sessions, triangulating with interview excerpts highlighting peer tutor knowledge and roles. I show how peer tutors mediated their ascribed epistemic stances of expert through social others and co-constructed their own knowledge with learners. These findings interrogate ways in which knowledge is traditionally perceived, highlighting the complex ideologies that surround knowledge of a target language and culture. 10 01 JB code lllt.53.p4 Section header 11 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;IV. Variationist perspective</TitleText> 10 01 JB code lllt.53.06gee 127 158 32 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. Variationist perspective(s) on interlocutor individual differences</TitleText> 1 A01 Kimberly L. Geeslin Geeslin, Kimberly L. Kimberly L. Geeslin Indiana University 20 individual differences 20 models of language use 20 second language variation 20 sociolinguistic competence 20 variation 01 The variationist perspective provides tools for modeling language use in context by incorporating the influences of social and linguistic factors in the interactional setting. These influencing factors include speaker characteristics (age, regional origin), characteristics of the setting (formality), and characteristics of other participants in the interaction (Geeslin &#38; Long, 2014). In second language research, these factors can describe change over time (i.e., development) and the acquisition of sociolinguistic competence (i.e., the ability to modify one&#8217;s speech in socially acceptable ways across settings) (Canale &#38; Swain, 1980; Tarone, 2007). While the variationist perspective is well equipped for addressing the role of the interlocutor, the potential of variationist tools has not been fully exploited. The present chapter reviews existing variationist research, provides a new model that includes these interlocutor-related factors, and proposes a research agenda for moving forward. 10 01 JB code lllt.53.07lon 159 186 28 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. Examining the role of instructor first language in classroom-based oral input</TitleText> 1 A01 Avizia Y. Long Long, Avizia Y. Avizia Y. Long San José State University 2 A01 Kimberly L. Geeslin Geeslin, Kimberly L. Kimberly L. Geeslin Indiana University 20 input 20 instructor characteristics 20 L1 20 subject expression 20 variationist approach 01 In instructed second language (L2) settings, instructor-provided input is essential for learners&#8217; interlanguage development. While some input is consciously modified by instructors to assist learners, much of instructors&#8217; speech contains inherent linguistic variability mediated by linguistic, social, and situational factors. Variable, learner-directed input may also be influenced by instructors&#8217; individual characteristics (e.g., Gurzynski-Weiss, Geeslin, Long, &#38; Daidone, 2017; Gurzynski-Weiss et&#160;al., 2018). The present study extends this work by examining instructor first language (L1) in relation to patterns of variable subject expression in Spanish in learner-directed classroom speech. Twelve instructors of second year, university-level L2 Spanish&#160;&#8211; half with L1 Spanish and half with L1 English&#160;&#8211; were recorded teaching one vocabulary-focused lesson. Analyses of subject forms produced in finite clauses in relation to independent variables known to constrain subject expression in Spanish revealed that some constraints on subject form use in instructor speech were influenced by the instructors&#8217; L1. 10 01 JB code lllt.53.p5 Section header 14 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;V. Complex Dynamic Systems Theory</TitleText> 10 01 JB code lllt.53.08lar 189 208 20 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 8. Complexity Theory</TitleText> <Subtitle textformat="02">Relational systems in interaction and in interlocutor differences in second language development</Subtitle> 1 A01 Diane Larsen-Freeman Larsen-Freeman, Diane Diane Larsen-Freeman University of Michigan 20 affordances 20 co-adaptation 20 Complexity Theory 20 emergent synchrony 20 socially-induced linguistic coordination 01 Complexity theorists are interested in understanding <i>the relations</i> among components in a complex system and how individual differences in the components affect their relationship to other components. Specific to our interests here, the ability of speakers to adjust their speech depends on the relationship with the person with whom they interact. Further, all interactions involve mutual influence (Ricca, 2012). Larsen-Freeman and Cameron (2008a) call this bidirectional influence “co-adaptation.” <br />Existing research on interaction is briefly surveyed before turning to the view of interlocutor interaction that Complexity Theory inspires. Before concluding, research attesting to the effect of interlocutor individual differences (age, experience, sex, status, similarity, identity, first language) is reviewed. Finally, four considerations for enhancing future research on interlocutor individual differences are proposed. 10 01 JB code lllt.53.09ser 209 244 36 Chapter 16 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;9. The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad</TitleText> 1 A01 Ellen Johnson Serafini Serafini, Ellen Johnson Ellen Johnson Serafini George Mason University 20 Complex Dynamic Systems Theory 20 dynamic interaction 20 L2 motivation 20 learner self-concept 20 study abroad 01 A dynamic shift in second language (L2) research (de Bot, 2015a) has revealed L2 motivation and learner self-concept as temporally dynamic and multidimensional traits that continually emerge in interaction with context (Mercer, 2016; Ushioda, 2015). However, interlocutors have received scant attention under a Complex Dynamic Systems Theoretical framework. <br />To bridge this gap, this study explores the dynamic interaction between learner selves (D&#246;rnyei, 2009) and interlocutor individual differences (IDs) over a two-week experience abroad. A case study approach focused on three L2 learners and one heritage speaker who completed a daily interaction log, Likert-scale questionnaires targeting daily, weekly, and monthly changes in self-concept, and journal reflections focused on daily interactions in Spanish. Interlocutors (e.g., host families, teachers, Ecuadorian university students) completed a questionnaire tapping several IDs (e.g., language background). Results revealed fluctuation in learner perceptions of self, which interacted with their perceptions of interlocutor IDs. 10 01 JB code lllt.53.p6 Section header 17 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;VI. Concluding material</TitleText> 10 01 JB code lllt.53.10gur 247 266 20 Chapter 18 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;10. Synthesizing cross-theoretical explorations of interlocutors and their individual differences</TitleText> 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 01 The theoretical and empirical contributions of this current volume are united in their efforts to examine interlocutors and their individual differences. In this final chapter, I demonstrate how the four approaches&#160;&#8211; the cognitive-interactionist approach (Philp &#38; Gurzynski-Weiss; Pawlak); sociocultural theory (Lantolf; Back); the variationist approach (Geeslin; Long &#38; Geeslin); and complex dynamic systems theory (Larsen-Freeman; Serafini)&#160;&#8211; while, on the surface may appear to be markedly different, are all moving in harmony towards a more comprehensive understanding of the nature of interlocutors and their individual differences. I will also discuss how this shared advancement provides a more accurate picture of the complex influences that affect second language development. Finally, I will highlight the trends and areas for future research common across all approaches, providing concrete suggestions for those interested in conducting research on this topic. 10 01 JB code lllt.53.index 267 270 4 Miscellaneous 19 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20200121 2020 John Benjamins B.V. 02 WORLD 13 15 9789027204899 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 06 Institutional price 00 95.00 EUR R 01 05 Consumer price 00 33.00 EUR R 01 06 Institutional price 00 80.00 GBP Z 01 05 Consumer price 00 28.00 GBP Z 01 06 Institutional price inst 00 143.00 USD S 01 05 Consumer price cons 00 49.95 USD S 471018193 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 53 Hb 15 9789027204899 13 2019049832 BB 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 53 <TitleType>01</TitleType> <TitleText textformat="02">Cross-theoretical Explorations of Interlocutors and their Individual Differences</TitleText> 01 lllt.53 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.53 1 B01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 01 eng 282 xii 270 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 06 01 This book examines the role of interlocutors and their individual differences (IDs) in second language (L2) development from four theoretical lenses: the cognitive-interactionist approach, sociocultural theory, the variationist approach, and complex dynamic systems theory. A theoretical overview to each approach is written by a preeminent scholar in the framework, and each overview is followed by an empirical study that demonstrates how interlocutor IDs can be fruitfully researched within that framework. To maximize readability and impact, the chapters follow common organizing questions, inviting the engagement of L2 researchers, students, and teachers alike.Collectively, the chapters in the current volume initiate a cohesive discussion of the theoretical roles of the interlocutor within these four popular approaches to SLA; illustrate how interlocutor IDs influence L2 opportunities and/or development; present innovative, original empirical research on interlocutors and their IDs within each approach; and provide theoretical, empirical, and methodological guidance for future research on interlocutors and their IDs. A powerful contribution of this volume, highlighted in the concluding chapter’s synthesis, is the common call across all four approaches for the irrefutable role and need for research on interlocutors and their IDs. The volume also demonstrates how, despite theoretical and methodological differences, the four approaches are advancing congruently toward a more robust understanding of the multifaceted and dynamic nature of all interlocutors and their IDs, and thus toward a more complete and accurate picture of their influence on L2 development. 04 09 01 https://benjamins.com/covers/475/lllt.53.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027204899.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027204899.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.53.hb.png 07 09 01 https://benjamins.com/covers/125/lllt.53.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.53.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.53.hb.png 10 01 JB code lllt.53.ack ix x 2 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgments</TitleText> 10 01 JB code lllt.53.loc xi xii 2 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">List of contributors</TitleText> 10 01 JB code lllt.53.p1 Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;I. Introductory material</TitleText> 10 01 JB code lllt.53.01gur 3 16 14 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. Introducing cross-theoretical explorations of interlocutors and their individual differences</TitleText> 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 10 01 JB code lllt.53.p2 Section header 5 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;II. Cognitive-interactionist approach</TitleText> 10 01 JB code lllt.53.02phi 19 50 32 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. On the role of the interlocutor in second language development</TitleText> <Subtitle textformat="02">A cognitive-interactionist approach</Subtitle> 1 A01 Jenefer Philp Philp, Jenefer Jenefer Philp Lancaster University 2 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 20 cognitive-interactionist approach 20 instructors 20 L2 development 20 L2 interaction 20 learners 01 In this chapter we examine the role of the interlocutor in second language (L2) learning and use from a cognitive-interactionist perspective, concentrating on oral interaction in face-to-face and (written and/or video) chat-based contexts. We center our discussion on the ways relationship, status, proficiency, or familiarity between interlocutors impact L2 interaction and opportunities for development, as well as how interlocutor individual differences play a part in the interaction. Finally, we outline ways to continue this line of work, including suggestions for researchers, teachers, and students alike. 10 01 JB code lllt.53.03paw 51 76 26 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance</TitleText> 1 A01 Miroslaw Pawlak Pawlak, Miroslaw Miroslaw Pawlak Adam Mickiewicz University/State University of Applied Sciences in Konin 20 gender 20 L2 task-based interaction 20 learning style 20 negotiation 20 proficiency 01 Apart from positive evidence, or information about what is possible in the target language (TL), second language learners also need negative evidence, or information about what is not possible in the TL, and opportunities to engage in output production (Gass, 2003). As postulated by the cognitive-interactionist approach, these conditions can be met through opportunities for negotiated interaction. Building on previous research (e.g., Gass &#38; Varonis, 1986; Iwashita, 2001; Porter, 1996; Rassaei, 2015), this study investigated the impact of English learners&#8217; proficiency, gender, and learning style on the occurrence, nature, and outcomes of negotiation in two tasks, which differed with respect to the presence of information gap. Results provide some evidence for the mediating role of gender and learning style but not proficiency, with task type being an important mediating variable. 10 01 JB code lllt.53.p3 Section header 8 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;III. Sociocultural theory</TitleText> 10 01 JB code lllt.53.04lan 79 98 20 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;4. I ~ You &#62; I ~ Me</TitleText> <Subtitle textformat="02">The hidden other in L2 development</Subtitle> 1 A01 James P. Lantolf Lantolf, James P. James P. Lantolf Xi'an Jiao Tong University/The Pennsylvania State University 20 interaction 20 L2 development 20 social other 20 social relations 01 An often-unquestioned assumption regarding psychological and linguistic development is that the interesting and relevant processes occur inside the head of the individual. It is a position that &#8220;fetishizes&#8221; the fact that development necessarily entails social relations as a component. Vygotsky, on the other hand, proposes that uniquely human forms of mental behavior, including language development, arise as a result of social relations: &#8220;I relate to myself as others relate to me&#8221; (1997). In other words, &#8220;I ~ You&#8221; interactions become, over time, &#8220;I ~ Me&#8221; interactions in which the voices of others are appropriated and transformed into my voice. This paper fleshes out the theoretical argument underlying the hidden or &#8220;fetishized&#8221; social other and considers the implications of this stance for second language development. 10 01 JB code lllt.53.05bac 99 124 26 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. Interlocutor differences and the role of social others in a Spanish peer tutoring context</TitleText> 1 A01 Michele Back Back, Michele Michele Back University of Connecticut 20 epistemic incongruence 20 epistemic stance 20 interlocutor differences 20 peer tutoring 20 social others 01 Peer tutoring is a valuable component of additional language learning due to interactions with a knowledgeable interlocutor. Yet many are unaware of the role of what Lantolf (2015) termed &#8220;social others&#8221; on interlocutors&#8217; and learners&#8217; perceptions and constructions of the target language and culture. Social others include persons who interlocutors perceive as having equal, more, or less knowledge; written texts; and previous or potential selves. Social others do not have to be physically present for mediation on expertise to occur. In this chapter, I analyze video data from Spanish language peer tutoring sessions, triangulating with interview excerpts highlighting peer tutor knowledge and roles. I show how peer tutors mediated their ascribed epistemic stances of expert through social others and co-constructed their own knowledge with learners. These findings interrogate ways in which knowledge is traditionally perceived, highlighting the complex ideologies that surround knowledge of a target language and culture. 10 01 JB code lllt.53.p4 Section header 11 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;IV. Variationist perspective</TitleText> 10 01 JB code lllt.53.06gee 127 158 32 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. Variationist perspective(s) on interlocutor individual differences</TitleText> 1 A01 Kimberly L. Geeslin Geeslin, Kimberly L. Kimberly L. Geeslin Indiana University 20 individual differences 20 models of language use 20 second language variation 20 sociolinguistic competence 20 variation 01 The variationist perspective provides tools for modeling language use in context by incorporating the influences of social and linguistic factors in the interactional setting. These influencing factors include speaker characteristics (age, regional origin), characteristics of the setting (formality), and characteristics of other participants in the interaction (Geeslin &#38; Long, 2014). In second language research, these factors can describe change over time (i.e., development) and the acquisition of sociolinguistic competence (i.e., the ability to modify one&#8217;s speech in socially acceptable ways across settings) (Canale &#38; Swain, 1980; Tarone, 2007). While the variationist perspective is well equipped for addressing the role of the interlocutor, the potential of variationist tools has not been fully exploited. The present chapter reviews existing variationist research, provides a new model that includes these interlocutor-related factors, and proposes a research agenda for moving forward. 10 01 JB code lllt.53.07lon 159 186 28 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. Examining the role of instructor first language in classroom-based oral input</TitleText> 1 A01 Avizia Y. Long Long, Avizia Y. Avizia Y. Long San José State University 2 A01 Kimberly L. Geeslin Geeslin, Kimberly L. Kimberly L. Geeslin Indiana University 20 input 20 instructor characteristics 20 L1 20 subject expression 20 variationist approach 01 In instructed second language (L2) settings, instructor-provided input is essential for learners&#8217; interlanguage development. While some input is consciously modified by instructors to assist learners, much of instructors&#8217; speech contains inherent linguistic variability mediated by linguistic, social, and situational factors. Variable, learner-directed input may also be influenced by instructors&#8217; individual characteristics (e.g., Gurzynski-Weiss, Geeslin, Long, &#38; Daidone, 2017; Gurzynski-Weiss et&#160;al., 2018). The present study extends this work by examining instructor first language (L1) in relation to patterns of variable subject expression in Spanish in learner-directed classroom speech. Twelve instructors of second year, university-level L2 Spanish&#160;&#8211; half with L1 Spanish and half with L1 English&#160;&#8211; were recorded teaching one vocabulary-focused lesson. Analyses of subject forms produced in finite clauses in relation to independent variables known to constrain subject expression in Spanish revealed that some constraints on subject form use in instructor speech were influenced by the instructors&#8217; L1. 10 01 JB code lllt.53.p5 Section header 14 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;V. Complex Dynamic Systems Theory</TitleText> 10 01 JB code lllt.53.08lar 189 208 20 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 8. Complexity Theory</TitleText> <Subtitle textformat="02">Relational systems in interaction and in interlocutor differences in second language development</Subtitle> 1 A01 Diane Larsen-Freeman Larsen-Freeman, Diane Diane Larsen-Freeman University of Michigan 20 affordances 20 co-adaptation 20 Complexity Theory 20 emergent synchrony 20 socially-induced linguistic coordination 01 Complexity theorists are interested in understanding <i>the relations</i> among components in a complex system and how individual differences in the components affect their relationship to other components. Specific to our interests here, the ability of speakers to adjust their speech depends on the relationship with the person with whom they interact. Further, all interactions involve mutual influence (Ricca, 2012). Larsen-Freeman and Cameron (2008a) call this bidirectional influence “co-adaptation.” <br />Existing research on interaction is briefly surveyed before turning to the view of interlocutor interaction that Complexity Theory inspires. Before concluding, research attesting to the effect of interlocutor individual differences (age, experience, sex, status, similarity, identity, first language) is reviewed. Finally, four considerations for enhancing future research on interlocutor individual differences are proposed. 10 01 JB code lllt.53.09ser 209 244 36 Chapter 16 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;9. The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad</TitleText> 1 A01 Ellen Johnson Serafini Serafini, Ellen Johnson Ellen Johnson Serafini George Mason University 20 Complex Dynamic Systems Theory 20 dynamic interaction 20 L2 motivation 20 learner self-concept 20 study abroad 01 A dynamic shift in second language (L2) research (de Bot, 2015a) has revealed L2 motivation and learner self-concept as temporally dynamic and multidimensional traits that continually emerge in interaction with context (Mercer, 2016; Ushioda, 2015). However, interlocutors have received scant attention under a Complex Dynamic Systems Theoretical framework. <br />To bridge this gap, this study explores the dynamic interaction between learner selves (D&#246;rnyei, 2009) and interlocutor individual differences (IDs) over a two-week experience abroad. A case study approach focused on three L2 learners and one heritage speaker who completed a daily interaction log, Likert-scale questionnaires targeting daily, weekly, and monthly changes in self-concept, and journal reflections focused on daily interactions in Spanish. Interlocutors (e.g., host families, teachers, Ecuadorian university students) completed a questionnaire tapping several IDs (e.g., language background). Results revealed fluctuation in learner perceptions of self, which interacted with their perceptions of interlocutor IDs. 10 01 JB code lllt.53.p6 Section header 17 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;VI. Concluding material</TitleText> 10 01 JB code lllt.53.10gur 247 266 20 Chapter 18 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;10. Synthesizing cross-theoretical explorations of interlocutors and their individual differences</TitleText> 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 01 The theoretical and empirical contributions of this current volume are united in their efforts to examine interlocutors and their individual differences. In this final chapter, I demonstrate how the four approaches&#160;&#8211; the cognitive-interactionist approach (Philp &#38; Gurzynski-Weiss; Pawlak); sociocultural theory (Lantolf; Back); the variationist approach (Geeslin; Long &#38; Geeslin); and complex dynamic systems theory (Larsen-Freeman; Serafini)&#160;&#8211; while, on the surface may appear to be markedly different, are all moving in harmony towards a more comprehensive understanding of the nature of interlocutors and their individual differences. I will also discuss how this shared advancement provides a more accurate picture of the complex influences that affect second language development. Finally, I will highlight the trends and areas for future research common across all approaches, providing concrete suggestions for those interested in conducting research on this topic. 10 01 JB code lllt.53.index 267 270 4 Miscellaneous 19 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20200121 2020 John Benjamins B.V. 02 WORLD 08 650 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 66 20 01 02 JB 1 00 95.00 EUR R 02 02 JB 1 00 100.70 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 20 02 02 JB 1 00 80.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 2 20 01 gen 02 JB 1 00 143.00 USD 139018195 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 53 Pb 15 9789027204882 13 2019049832 BC 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 53 <TitleType>01</TitleType> <TitleText textformat="02">Cross-theoretical Explorations of Interlocutors and their Individual Differences</TitleText> 01 lllt.53 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.53 1 B01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 01 eng 282 xii 270 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 06 01 This book examines the role of interlocutors and their individual differences (IDs) in second language (L2) development from four theoretical lenses: the cognitive-interactionist approach, sociocultural theory, the variationist approach, and complex dynamic systems theory. A theoretical overview to each approach is written by a preeminent scholar in the framework, and each overview is followed by an empirical study that demonstrates how interlocutor IDs can be fruitfully researched within that framework. To maximize readability and impact, the chapters follow common organizing questions, inviting the engagement of L2 researchers, students, and teachers alike.Collectively, the chapters in the current volume initiate a cohesive discussion of the theoretical roles of the interlocutor within these four popular approaches to SLA; illustrate how interlocutor IDs influence L2 opportunities and/or development; present innovative, original empirical research on interlocutors and their IDs within each approach; and provide theoretical, empirical, and methodological guidance for future research on interlocutors and their IDs. A powerful contribution of this volume, highlighted in the concluding chapter’s synthesis, is the common call across all four approaches for the irrefutable role and need for research on interlocutors and their IDs. The volume also demonstrates how, despite theoretical and methodological differences, the four approaches are advancing congruently toward a more robust understanding of the multifaceted and dynamic nature of all interlocutors and their IDs, and thus toward a more complete and accurate picture of their influence on L2 development. 04 09 01 https://benjamins.com/covers/475/lllt.53.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027204899.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027204899.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.53.pb.png 07 09 01 https://benjamins.com/covers/125/lllt.53.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.53.pb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.53.pb.png 10 01 JB code lllt.53.ack ix x 2 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgments</TitleText> 10 01 JB code lllt.53.loc xi xii 2 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">List of contributors</TitleText> 10 01 JB code lllt.53.p1 Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;I. Introductory material</TitleText> 10 01 JB code lllt.53.01gur 3 16 14 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. Introducing cross-theoretical explorations of interlocutors and their individual differences</TitleText> 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 10 01 JB code lllt.53.p2 Section header 5 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;II. Cognitive-interactionist approach</TitleText> 10 01 JB code lllt.53.02phi 19 50 32 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. On the role of the interlocutor in second language development</TitleText> <Subtitle textformat="02">A cognitive-interactionist approach</Subtitle> 1 A01 Jenefer Philp Philp, Jenefer Jenefer Philp Lancaster University 2 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 20 cognitive-interactionist approach 20 instructors 20 L2 development 20 L2 interaction 20 learners 01 In this chapter we examine the role of the interlocutor in second language (L2) learning and use from a cognitive-interactionist perspective, concentrating on oral interaction in face-to-face and (written and/or video) chat-based contexts. We center our discussion on the ways relationship, status, proficiency, or familiarity between interlocutors impact L2 interaction and opportunities for development, as well as how interlocutor individual differences play a part in the interaction. Finally, we outline ways to continue this line of work, including suggestions for researchers, teachers, and students alike. 10 01 JB code lllt.53.03paw 51 76 26 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance</TitleText> 1 A01 Miroslaw Pawlak Pawlak, Miroslaw Miroslaw Pawlak Adam Mickiewicz University/State University of Applied Sciences in Konin 20 gender 20 L2 task-based interaction 20 learning style 20 negotiation 20 proficiency 01 Apart from positive evidence, or information about what is possible in the target language (TL), second language learners also need negative evidence, or information about what is not possible in the TL, and opportunities to engage in output production (Gass, 2003). As postulated by the cognitive-interactionist approach, these conditions can be met through opportunities for negotiated interaction. Building on previous research (e.g., Gass &#38; Varonis, 1986; Iwashita, 2001; Porter, 1996; Rassaei, 2015), this study investigated the impact of English learners&#8217; proficiency, gender, and learning style on the occurrence, nature, and outcomes of negotiation in two tasks, which differed with respect to the presence of information gap. Results provide some evidence for the mediating role of gender and learning style but not proficiency, with task type being an important mediating variable. 10 01 JB code lllt.53.p3 Section header 8 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;III. Sociocultural theory</TitleText> 10 01 JB code lllt.53.04lan 79 98 20 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;4. I ~ You &#62; I ~ Me</TitleText> <Subtitle textformat="02">The hidden other in L2 development</Subtitle> 1 A01 James P. Lantolf Lantolf, James P. James P. Lantolf Xi'an Jiao Tong University/The Pennsylvania State University 20 interaction 20 L2 development 20 social other 20 social relations 01 An often-unquestioned assumption regarding psychological and linguistic development is that the interesting and relevant processes occur inside the head of the individual. It is a position that &#8220;fetishizes&#8221; the fact that development necessarily entails social relations as a component. Vygotsky, on the other hand, proposes that uniquely human forms of mental behavior, including language development, arise as a result of social relations: &#8220;I relate to myself as others relate to me&#8221; (1997). In other words, &#8220;I ~ You&#8221; interactions become, over time, &#8220;I ~ Me&#8221; interactions in which the voices of others are appropriated and transformed into my voice. This paper fleshes out the theoretical argument underlying the hidden or &#8220;fetishized&#8221; social other and considers the implications of this stance for second language development. 10 01 JB code lllt.53.05bac 99 124 26 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. Interlocutor differences and the role of social others in a Spanish peer tutoring context</TitleText> 1 A01 Michele Back Back, Michele Michele Back University of Connecticut 20 epistemic incongruence 20 epistemic stance 20 interlocutor differences 20 peer tutoring 20 social others 01 Peer tutoring is a valuable component of additional language learning due to interactions with a knowledgeable interlocutor. Yet many are unaware of the role of what Lantolf (2015) termed &#8220;social others&#8221; on interlocutors&#8217; and learners&#8217; perceptions and constructions of the target language and culture. Social others include persons who interlocutors perceive as having equal, more, or less knowledge; written texts; and previous or potential selves. Social others do not have to be physically present for mediation on expertise to occur. In this chapter, I analyze video data from Spanish language peer tutoring sessions, triangulating with interview excerpts highlighting peer tutor knowledge and roles. I show how peer tutors mediated their ascribed epistemic stances of expert through social others and co-constructed their own knowledge with learners. These findings interrogate ways in which knowledge is traditionally perceived, highlighting the complex ideologies that surround knowledge of a target language and culture. 10 01 JB code lllt.53.p4 Section header 11 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;IV. Variationist perspective</TitleText> 10 01 JB code lllt.53.06gee 127 158 32 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. Variationist perspective(s) on interlocutor individual differences</TitleText> 1 A01 Kimberly L. Geeslin Geeslin, Kimberly L. Kimberly L. Geeslin Indiana University 20 individual differences 20 models of language use 20 second language variation 20 sociolinguistic competence 20 variation 01 The variationist perspective provides tools for modeling language use in context by incorporating the influences of social and linguistic factors in the interactional setting. These influencing factors include speaker characteristics (age, regional origin), characteristics of the setting (formality), and characteristics of other participants in the interaction (Geeslin &#38; Long, 2014). In second language research, these factors can describe change over time (i.e., development) and the acquisition of sociolinguistic competence (i.e., the ability to modify one&#8217;s speech in socially acceptable ways across settings) (Canale &#38; Swain, 1980; Tarone, 2007). While the variationist perspective is well equipped for addressing the role of the interlocutor, the potential of variationist tools has not been fully exploited. The present chapter reviews existing variationist research, provides a new model that includes these interlocutor-related factors, and proposes a research agenda for moving forward. 10 01 JB code lllt.53.07lon 159 186 28 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. Examining the role of instructor first language in classroom-based oral input</TitleText> 1 A01 Avizia Y. Long Long, Avizia Y. Avizia Y. Long San José State University 2 A01 Kimberly L. Geeslin Geeslin, Kimberly L. Kimberly L. Geeslin Indiana University 20 input 20 instructor characteristics 20 L1 20 subject expression 20 variationist approach 01 In instructed second language (L2) settings, instructor-provided input is essential for learners&#8217; interlanguage development. While some input is consciously modified by instructors to assist learners, much of instructors&#8217; speech contains inherent linguistic variability mediated by linguistic, social, and situational factors. Variable, learner-directed input may also be influenced by instructors&#8217; individual characteristics (e.g., Gurzynski-Weiss, Geeslin, Long, &#38; Daidone, 2017; Gurzynski-Weiss et&#160;al., 2018). The present study extends this work by examining instructor first language (L1) in relation to patterns of variable subject expression in Spanish in learner-directed classroom speech. Twelve instructors of second year, university-level L2 Spanish&#160;&#8211; half with L1 Spanish and half with L1 English&#160;&#8211; were recorded teaching one vocabulary-focused lesson. Analyses of subject forms produced in finite clauses in relation to independent variables known to constrain subject expression in Spanish revealed that some constraints on subject form use in instructor speech were influenced by the instructors&#8217; L1. 10 01 JB code lllt.53.p5 Section header 14 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;V. Complex Dynamic Systems Theory</TitleText> 10 01 JB code lllt.53.08lar 189 208 20 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 8. Complexity Theory</TitleText> <Subtitle textformat="02">Relational systems in interaction and in interlocutor differences in second language development</Subtitle> 1 A01 Diane Larsen-Freeman Larsen-Freeman, Diane Diane Larsen-Freeman University of Michigan 20 affordances 20 co-adaptation 20 Complexity Theory 20 emergent synchrony 20 socially-induced linguistic coordination 01 Complexity theorists are interested in understanding <i>the relations</i> among components in a complex system and how individual differences in the components affect their relationship to other components. Specific to our interests here, the ability of speakers to adjust their speech depends on the relationship with the person with whom they interact. Further, all interactions involve mutual influence (Ricca, 2012). Larsen-Freeman and Cameron (2008a) call this bidirectional influence “co-adaptation.” <br />Existing research on interaction is briefly surveyed before turning to the view of interlocutor interaction that Complexity Theory inspires. Before concluding, research attesting to the effect of interlocutor individual differences (age, experience, sex, status, similarity, identity, first language) is reviewed. Finally, four considerations for enhancing future research on interlocutor individual differences are proposed. 10 01 JB code lllt.53.09ser 209 244 36 Chapter 16 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;9. The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad</TitleText> 1 A01 Ellen Johnson Serafini Serafini, Ellen Johnson Ellen Johnson Serafini George Mason University 20 Complex Dynamic Systems Theory 20 dynamic interaction 20 L2 motivation 20 learner self-concept 20 study abroad 01 A dynamic shift in second language (L2) research (de Bot, 2015a) has revealed L2 motivation and learner self-concept as temporally dynamic and multidimensional traits that continually emerge in interaction with context (Mercer, 2016; Ushioda, 2015). However, interlocutors have received scant attention under a Complex Dynamic Systems Theoretical framework. <br />To bridge this gap, this study explores the dynamic interaction between learner selves (D&#246;rnyei, 2009) and interlocutor individual differences (IDs) over a two-week experience abroad. A case study approach focused on three L2 learners and one heritage speaker who completed a daily interaction log, Likert-scale questionnaires targeting daily, weekly, and monthly changes in self-concept, and journal reflections focused on daily interactions in Spanish. Interlocutors (e.g., host families, teachers, Ecuadorian university students) completed a questionnaire tapping several IDs (e.g., language background). Results revealed fluctuation in learner perceptions of self, which interacted with their perceptions of interlocutor IDs. 10 01 JB code lllt.53.p6 Section header 17 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;VI. Concluding material</TitleText> 10 01 JB code lllt.53.10gur 247 266 20 Chapter 18 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;10. Synthesizing cross-theoretical explorations of interlocutors and their individual differences</TitleText> 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 01 The theoretical and empirical contributions of this current volume are united in their efforts to examine interlocutors and their individual differences. In this final chapter, I demonstrate how the four approaches&#160;&#8211; the cognitive-interactionist approach (Philp &#38; Gurzynski-Weiss; Pawlak); sociocultural theory (Lantolf; Back); the variationist approach (Geeslin; Long &#38; Geeslin); and complex dynamic systems theory (Larsen-Freeman; Serafini)&#160;&#8211; while, on the surface may appear to be markedly different, are all moving in harmony towards a more comprehensive understanding of the nature of interlocutors and their individual differences. I will also discuss how this shared advancement provides a more accurate picture of the complex influences that affect second language development. Finally, I will highlight the trends and areas for future research common across all approaches, providing concrete suggestions for those interested in conducting research on this topic. 10 01 JB code lllt.53.index 267 270 4 Miscellaneous 19 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20200121 2020 John Benjamins B.V. 02 WORLD 01 240 mm 02 160 mm 08 510 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 253 36 01 02 JB 1 00 33.00 EUR R 02 02 JB 1 00 34.98 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 36 02 02 JB 1 00 28.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 2 36 01 gen 02 JB 1 00 49.95 USD