23018194
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JB
John Benjamins Publishing Company
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JB code
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9789027261618
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10.1075/lllt.53
13
2019049833
DG
002
02
01
LL<
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1569-9471
Language Learning & Language Teaching
53
01
Cross-theoretical Explorations of Interlocutors and their Individual Differences
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.
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Miscellaneous
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Acknowledgments
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lllt.53.loc
xi
xii
2
Miscellaneous
2
01
List of contributors
10
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JB code
lllt.53.p1
Section header
3
01
Section I. Introductory material
10
01
JB code
lllt.53.01gur
3
16
14
Chapter
4
01
Chapter 1. Introducing cross-theoretical explorations of interlocutors and their individual differences
1
A01
Laura Gurzynski-Weiss
Gurzynski-Weiss, Laura
Laura
Gurzynski-Weiss
Indiana University
10
01
JB code
lllt.53.p2
Section header
5
01
Section II. Cognitive-interactionist approach
10
01
JB code
lllt.53.02phi
19
50
32
Chapter
6
01
Chapter 2. On the role of the interlocutor in second language development
A cognitive-interactionist approach
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
01
Chapter 3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance
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 & Varonis, 1986; Iwashita, 2001; Porter, 1996; Rassaei, 2015), this study investigated the impact of English learners’ 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
01
Section III. Sociocultural theory
10
01
JB code
lllt.53.04lan
79
98
20
Chapter
9
01
Chapter 4. I ~ You > I ~ Me
The hidden other in L2 development
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 “fetishizes” 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: “I relate to myself as others relate to me” (1997). In other words, “I ~ You” interactions become, over time, “I ~ Me” 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 “fetishized” 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
01
Chapter 5. Interlocutor differences and the role of social others in a Spanish peer tutoring context
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 “social others” on interlocutors’ and learners’ 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
01
Section IV. Variationist perspective
10
01
JB code
lllt.53.06gee
127
158
32
Chapter
12
01
Chapter 6. Variationist perspective(s) on interlocutor individual differences
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 & 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’s speech in socially acceptable ways across settings) (Canale & 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
01
Chapter 7. Examining the role of instructor first language in classroom-based oral input
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’ interlanguage development. While some input is consciously modified by instructors to assist learners, much of instructors’ speech contains inherent linguistic variability mediated by linguistic, social, and situational factors. Variable, learner-directed input may also be influenced by instructors’ individual characteristics (e.g., Gurzynski-Weiss, Geeslin, Long, & Daidone, 2017; Gurzynski-Weiss et 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 – half with L1 Spanish and half with L1 English – 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’ L1.
10
01
JB code
lllt.53.p5
Section header
14
01
Section V. Complex Dynamic Systems Theory
10
01
JB code
lllt.53.08lar
189
208
20
Chapter
15
01
Chapter 8. Complexity Theory
Relational systems in interaction and in interlocutor differences in second language development
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
01
Chapter 9. The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad
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 (Dörnyei, 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
01
Section VI. Concluding material
10
01
JB code
lllt.53.10gur
247
266
20
Chapter
18
01
Chapter 10. Synthesizing cross-theoretical explorations of interlocutors and their individual differences
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 – the cognitive-interactionist approach (Philp & Gurzynski-Weiss; Pawlak); sociocultural theory (Lantolf; Back); the variationist approach (Geeslin; Long & Geeslin); and complex dynamic systems theory (Larsen-Freeman; Serafini) – 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
01
Index
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
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33.00
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Institutional price
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80.00
GBP
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Consumer price
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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< 53 Hb
15
9789027204899
13
2019049832
BB
01
LL<
02
1569-9471
Language Learning & Language Teaching
53
01
Cross-theoretical Explorations of Interlocutors and their Individual Differences
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
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03
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https://benjamins.com/covers/475_jpg/9789027204899.jpg
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ix
x
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Miscellaneous
1
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Acknowledgments
10
01
JB code
lllt.53.loc
xi
xii
2
Miscellaneous
2
01
List of contributors
10
01
JB code
lllt.53.p1
Section header
3
01
Section I. Introductory material
10
01
JB code
lllt.53.01gur
3
16
14
Chapter
4
01
Chapter 1. Introducing cross-theoretical explorations of interlocutors and their individual differences
1
A01
Laura Gurzynski-Weiss
Gurzynski-Weiss, Laura
Laura
Gurzynski-Weiss
Indiana University
10
01
JB code
lllt.53.p2
Section header
5
01
Section II. Cognitive-interactionist approach
10
01
JB code
lllt.53.02phi
19
50
32
Chapter
6
01
Chapter 2. On the role of the interlocutor in second language development
A cognitive-interactionist approach
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
01
Chapter 3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance
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 & Varonis, 1986; Iwashita, 2001; Porter, 1996; Rassaei, 2015), this study investigated the impact of English learners’ 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
01
Section III. Sociocultural theory
10
01
JB code
lllt.53.04lan
79
98
20
Chapter
9
01
Chapter 4. I ~ You > I ~ Me
The hidden other in L2 development
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 “fetishizes” 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: “I relate to myself as others relate to me” (1997). In other words, “I ~ You” interactions become, over time, “I ~ Me” 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 “fetishized” 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
01
Chapter 5. Interlocutor differences and the role of social others in a Spanish peer tutoring context
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 “social others” on interlocutors’ and learners’ 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
01
Section IV. Variationist perspective
10
01
JB code
lllt.53.06gee
127
158
32
Chapter
12
01
Chapter 6. Variationist perspective(s) on interlocutor individual differences
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 & 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’s speech in socially acceptable ways across settings) (Canale & 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
01
Chapter 7. Examining the role of instructor first language in classroom-based oral input
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’ interlanguage development. While some input is consciously modified by instructors to assist learners, much of instructors’ speech contains inherent linguistic variability mediated by linguistic, social, and situational factors. Variable, learner-directed input may also be influenced by instructors’ individual characteristics (e.g., Gurzynski-Weiss, Geeslin, Long, & Daidone, 2017; Gurzynski-Weiss et 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 – half with L1 Spanish and half with L1 English – 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’ L1.
10
01
JB code
lllt.53.p5
Section header
14
01
Section V. Complex Dynamic Systems Theory
10
01
JB code
lllt.53.08lar
189
208
20
Chapter
15
01
Chapter 8. Complexity Theory
Relational systems in interaction and in interlocutor differences in second language development
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
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lllt.53.09ser
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Chapter
16
01
Chapter 9. The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad
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 (Dörnyei, 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
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lllt.53.p6
Section header
17
01
Section VI. Concluding material
10
01
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lllt.53.10gur
247
266
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Chapter
18
01
Chapter 10. Synthesizing cross-theoretical explorations of interlocutors and their individual differences
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 – the cognitive-interactionist approach (Philp & Gurzynski-Weiss; Pawlak); sociocultural theory (Lantolf; Back); the variationist approach (Geeslin; Long & Geeslin); and complex dynamic systems theory (Larsen-Freeman; Serafini) – 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.
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01
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lllt.53.index
267
270
4
Miscellaneous
19
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20200121
2020
John Benjamins B.V.
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John Benjamins Publishing Company
+31 20 6304747
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bookorder@benjamins.nl
01
https://benjamins.com
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JB
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00
95.00
EUR
R
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+44 1202 712 913
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80.00
GBP
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John Benjamins North America
+1 800 562-5666
+1 703 661-1501
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https://benjamins.com
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139018195
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John Benjamins Publishing Company
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9789027204882
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2019049832
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LL<
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1569-9471
Language Learning & Language Teaching
53
01
Cross-theoretical Explorations of Interlocutors and their Individual Differences
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.
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ix
x
2
Miscellaneous
1
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Acknowledgments
10
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JB code
lllt.53.loc
xi
xii
2
Miscellaneous
2
01
List of contributors
10
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JB code
lllt.53.p1
Section header
3
01
Section I. Introductory material
10
01
JB code
lllt.53.01gur
3
16
14
Chapter
4
01
Chapter 1. Introducing cross-theoretical explorations of interlocutors and their individual differences
1
A01
Laura Gurzynski-Weiss
Gurzynski-Weiss, Laura
Laura
Gurzynski-Weiss
Indiana University
10
01
JB code
lllt.53.p2
Section header
5
01
Section II. Cognitive-interactionist approach
10
01
JB code
lllt.53.02phi
19
50
32
Chapter
6
01
Chapter 2. On the role of the interlocutor in second language development
A cognitive-interactionist approach
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.
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lllt.53.03paw
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Chapter
7
01
Chapter 3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance
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 & Varonis, 1986; Iwashita, 2001; Porter, 1996; Rassaei, 2015), this study investigated the impact of English learners’ 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.
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Section header
8
01
Section III. Sociocultural theory
10
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lllt.53.04lan
79
98
20
Chapter
9
01
Chapter 4. I ~ You > I ~ Me
The hidden other in L2 development
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 “fetishizes” 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: “I relate to myself as others relate to me” (1997). In other words, “I ~ You” interactions become, over time, “I ~ Me” 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 “fetishized” social other and considers the implications of this stance for second language development.
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lllt.53.05bac
99
124
26
Chapter
10
01
Chapter 5. Interlocutor differences and the role of social others in a Spanish peer tutoring context
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 “social others” on interlocutors’ and learners’ 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
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JB code
lllt.53.p4
Section header
11
01
Section IV. Variationist perspective
10
01
JB code
lllt.53.06gee
127
158
32
Chapter
12
01
Chapter 6. Variationist perspective(s) on interlocutor individual differences
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 & 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’s speech in socially acceptable ways across settings) (Canale & 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.
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Chapter
13
01
Chapter 7. Examining the role of instructor first language in classroom-based oral input
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’ interlanguage development. While some input is consciously modified by instructors to assist learners, much of instructors’ speech contains inherent linguistic variability mediated by linguistic, social, and situational factors. Variable, learner-directed input may also be influenced by instructors’ individual characteristics (e.g., Gurzynski-Weiss, Geeslin, Long, & Daidone, 2017; Gurzynski-Weiss et 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 – half with L1 Spanish and half with L1 English – 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’ L1.
10
01
JB code
lllt.53.p5
Section header
14
01
Section V. Complex Dynamic Systems Theory
10
01
JB code
lllt.53.08lar
189
208
20
Chapter
15
01
Chapter 8. Complexity Theory
Relational systems in interaction and in interlocutor differences in second language development
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
01
Chapter 9. The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad
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 (Dörnyei, 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
01
Section VI. Concluding material
10
01
JB code
lllt.53.10gur
247
266
20
Chapter
18
01
Chapter 10. Synthesizing cross-theoretical explorations of interlocutors and their individual differences
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 – the cognitive-interactionist approach (Philp & Gurzynski-Weiss; Pawlak); sociocultural theory (Lantolf; Back); the variationist approach (Geeslin; Long & Geeslin); and complex dynamic systems theory (Larsen-Freeman; Serafini) – 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
01
Index
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
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253
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1
00
33.00
EUR
R
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02
JB
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34.98
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R
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bebc
+44 1202 712 934
+44 1202 712 913
sales@bebc.co.uk
03
GB
21
36
02
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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
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US CA MX
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gen
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JB
1
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49.95
USD