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LINGUIST List 17.1655

Thu Jun 01 2006

Diss: Applied Ling: Carroll: 'Co-constructing Competence: Turn cons...'

Editor for this issue: Meredith Valant <meredithlinguistlist.org>


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        1.    Donald Carroll, Co-constructing Competence: Turn construction and repair in novice-to-novice second language interaction


Message 1: Co-constructing Competence: Turn construction and repair in novice-to-novice second language interaction
Date: 01-Jun-2006
From: Donald Carroll <dcarroll2mac.com>
Subject: Co-constructing Competence: Turn construction and repair in novice-to-novice second language interaction


Institution: University of York
Program: Communication Studies
Dissertation Status: Completed
Degree Date: 2006

Author: Donald Glenn Carroll

Dissertation Title: Co-constructing Competence: Turn construction and repair in novice-to-novice second language interaction

Linguistic Field(s): Applied Linguistics

Dissertation Director:
John Local
Tony Wootton

Dissertation Abstract:

The thesis examines a broad spectrum of practices and phenomena implicated
in the construction of turns-at-talk in (Japanese) novice-to-novice English
as a second language interaction. Two major themes explored in this thesis
are the moment-by-moment emergent nature of novice L2 turn construction and
the roles played by a variety of embodied displays in the unfolding
interaction. The initial analytic chapter (Ch. 4) examines the types of
turn constructions produced by these speakers and oriented to as complete
by next speakers in addition to several phenomena located in and around TCU
beginnings. Chapter 5 examines instances of backwards-oriented
self-repair, while Chapter 6 and 7 detail a range of practices involved in
the initiation, management, and resolution of forward-oriented self-repair.
Chapter 8 looks at how these novice L2 participants dealt with the
exigencies of turn completion.

Among the major findings of this thesis are several forms of evidence that
these novice second language participants are, in reality, extremely
sophisticated and experienced social interactants who bring with them to
this talk in a second language a host of previously acquired interactional
skills. Other findings include observations on the use of embodied displays
in the initiation, management, and resolution of self-repair and the use of
vowel-marking as a strategic resource within the activity of forward
repair. This thesis also presents key support for the claim that
inter-turn silences in talk by-and-with nonnative speakers should be
treated as interactionally motivated as they are in native speaker talk.



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