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Co-constructing turns as interaction...

Baxter, Robert Patrick.

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Co-constructing turns as interactional competence: Collaborative turn sequences in L1 and L2 Spanish.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Co-constructing turns as interactional competence: Collaborative turn sequences in L1 and L2 Spanish./
Author:	Baxter, Robert Patrick.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	354 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10640208
ISBN:	9780355479621

Co-constructing turns as interactional competence: Collaborative turn sequences in L1 and L2 Spanish.
Baxter, Robert Patrick.

Co-constructing turns as interactional competence: Collaborative turn sequences in L1 and L2 Spanish. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 354 p.

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2017.

Interactional competence is a theoretical construct that has only recently been tested empirically. Speakers contribute to an interaction with their individual resources; however, interactional competence is co-constructed by all participants. Interactional competence can be observed in spoken interaction as speakers' combined ability to recognize and respond to expectations within a context (Young 2008, 2011). Collaborative turn sequences occur when an interlocutor who does not hold the floor pre-emptively contributes to an ongoing turn, eliciting an act of acknowledgement. Collaborative turn sequences have thus far been primarily examined in English, whereas use in first and second-language (L1 and L2) Spanish are relatively unexplored. This study thus characterizes and compares collaborative turn sequences in L1 and L2 Spanish.

ISBN: 9780355479621Subjects--Topical Terms:

524476
Linguistics.

Co-constructing turns as interactional competence: Collaborative turn sequences in L1 and L2 Spanish.
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100 1 $a Baxter, Robert Patrick. $0 (orcid)0000-0003-1469-654X $3 3345209
245 1 0 $a Co-constructing turns as interactional competence: Collaborative turn sequences in L1 and L2 Spanish.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 354 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Kathleen Bardovi-Harlig.
502 $a Thesis (Ph.D.)--Indiana University, 2017.
520 $a Interactional competence is a theoretical construct that has only recently been tested empirically. Speakers contribute to an interaction with their individual resources; however, interactional competence is co-constructed by all participants. Interactional competence can be observed in spoken interaction as speakers' combined ability to recognize and respond to expectations within a context (Young 2008, 2011). Collaborative turn sequences occur when an interlocutor who does not hold the floor pre-emptively contributes to an ongoing turn, eliciting an act of acknowledgement. Collaborative turn sequences have thus far been primarily examined in English, whereas use in first and second-language (L1 and L2) Spanish are relatively unexplored. This study thus characterizes and compares collaborative turn sequences in L1 and L2 Spanish.
520 $a Sixteen native speakers of Spanish and 22 fourth-year learners completed Spanish and English conversation tasks, an experimental production task, and a judgment task. In Spanish conversation, NS-NS pairs employed prosodic, syntactic, and discursive cues for pre-emptive entry, continued the structure of ongoing turns, and acknowledged contributions with repetition. Learner-learner pairs displayed high and low-production patterns that differed in cues for pre-emptive entry and contiguity with the ongoing turn. High-production learners displayed a targetlike use of prosodic and syntactic cues (especially intonation), whereas whereas low-production learners hesitated with pauses, fillers, and restarts to such a degree that prosodic and syntactic cues lost their strategic value. High-production learners continued the structure of ongoing turns more often than low-production learners, and L2 acknowledgment overall favored affirmation over repetition. In experimentally-controlled attempts to collaborate with recordings, NS responses approximated response strategies observed in conversational data, whereas L2 responses demonstrated that all learners were at least capable of producing pre-emptive contributions. Experimental responses accentuated the nontargetlike nature of L2 pre-emptive entry, since learners often said "too much, too late" compared to native speakers. In the judgment task, native speakers considered authentic recordings of collaborative turn sequences to be appropriate, whereas learners from high and low-production groups judged sequences as both appropriate and inappropriate. Learners noticed collaborative and competitive aspects of collaborative turn sequences, and some learners even regarded "interruptions" (i.e. conversational overlap) in Spanish to be a normal practice.
590 $a School code: 0093.
650 4 $a Linguistics. $3 524476
650 4 $a Modern language. $3 3174390
650 4 $a Foreign language education. $3 3172512
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710 2 $a Indiana University. $b Spanish. $3 2097012
773 0 $t Dissertation Abstracts International $g 79-03A(E).
790 $a 0093
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10640208