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THE MAINTENANCE of MUTUAL UNDERSTANDING in ONLINE SECOND LANGUAGE TALK ADAM BRANDT Thesis Submitted for the Degree of Doctor Of

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THE MAINTENANCE of MUTUAL UNDERSTANDING in ONLINE SECOND LANGUAGE TALK ADAM BRANDT Thesis Submitted for the Degree of Doctor Of View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OpenGrey Repository THE MAINTENANCE OF MUTUAL UNDERSTANDING IN ONLINE SECOND LANGUAGE TALK ADAM BRANDT Thesis submitted for the degree of Doctor of Philosophy Newcastle University School of Education, Communication and Language Sciences June 2011 Abstract Encounters in which at least one person is communicating in a second language (L2) are increasingly prevalent, and span many contexts and settings. However many of these settings remain under-researched, particularly those outside of formal language education (Firth & Wagner 1997, 2007; Wagner 2004). One such under-explored setting is the internet. In one particular internet context, L2 users of English have taken the opportunity to create voice-based chat rooms in which participants can practice their use of English. In such chat rooms, despite the huge variety in backgrounds and proficiencies, participants prove themselves to be highly skilled, resourceful and competent interactants, able to ensure mutual understanding as consistently and regularly as would be expected from first language users. However, as with any context involving any kind of interactants, there are occasions on which this mutual understanding appears to come under threat. This study applies conversation analysis (CA) to the examination of audio recordings of these online, voice-based chat rooms. More specifically, it provides a fine detailed examination of the work which is put in by the participants in order to pre-empt, and/or overcome, possible threats to mutual understanding (or ‘intersubjectivity’). Analysis show how participants are at times sensitive to such threats when dealing with (1) unspecified trouble in talk and (2) an absence of response to talk. Additionally, it is demonstrated how they draw upon available resources, in the absence of shared physical co-presence, in order to deal with potential trouble. In presenting this data and its analysis, the study adds to understanding of L2 interaction, as well as to technologically-mediated interactions in which participants are not physically co-present. The study also addresses interaction research in general, by discussing the multi-faceted nature of many conversational contexts, and issues this raises in their analyses. i Acknowledgements This thesis was funded by a PhD studentship from the Economic and Social Research Council. I would like to thank the School of Education, Communication and Language Sciences at Newcastle University for nominating me for this award, as well as the ESRC for accepting the nomination. Thanks also to Zhu Hua and Li Wei, who encouraged me to apply for the studentship and supported me in my application. I would like to thank my PhD supervisors, Alan Firth and Chris Jenks. I am grateful to have had their guidance and their friendship. Thanks too to Steve Walsh, Tony Young and Paul Seedhouse for the opportunities and support they have offered me in my academic training. I am also appreciative of the support I have received from the other staff members in the Applied Linguistics section of ECLS, as well as the ECLS administrative staff. Special thanks are also due to Paul Seedhouse and Keith Richards, for agreeing to examine this thesis, and for offering very constructive feedback and suggestions. I was grateful to have this piece of work afforded such attention and consideration. I am grateful to my fellow students (past and present) in the Micro-Analysis Research Group in ECLS for their comments, ideas and suggestions during data sessions. Similar thanks to my friends and colleagues at University of Luxembourg, University of Neuchâtel, Roskilde University, and University of Hawai’i at Mānoa. Particular thanks to Andy Harris and Olcay Sert, who I am proud to call colleagues and dear friends. Huge thanks are due to my family, to my grandparents (including those sadly no longer with us), and particularly to my parents, Susan and Ger. I will never be able to express how grateful I am for their love, support and encouragement. Everything that I have achieved is because of them. And final thanks go to Hatice Ergul, my best friend and so much more. It is no exaggeration to say that this thesis would not have been completed, and that I would be much less happy, without her encouragement, support, patience and love. Her şey için çok teşekkürler aşkim. Seni seviyorum. ii Table of contents Abstract............................................................................................................. i Acknowledgements........................................................................................... ii Chapter 1. Introduction.......................................................................... 1 1.1 Setting the Scene ............................................................................. 1 1.2 Research Overview ......................................................................... 2 1.2.1 Second language interaction ................................................. 2 1.2.2 Online voice-based English language chat rooms ................ 4 1.2.3 Conversation analysis and the architecture of intersubjectivity...................................................................... 5 1.3 Objectives and relevance of the study............................................. 6 1.4 Organization of the thesis................................................................ 9 Chapter 2. Literature Review ................................................................ 12 2.1 Introduction ..................................................................................... 12 2.2 Characteristics of Second Language Interaction............................. 15 2.2.1 The normality of second language interaction ...................... 15 2.2.2 The sophistication of second language interaction ............... 18 2.2.3 The collaborative accomplishment of second language interaction.............................................................................. 21 2.3 Identity in Second Language Interaction ........................................ 25 2.3.1 An emic approach to linguistic identities .............................. 25 2.3.2 The relevance of linguistic identities to interaction............... 26 2.3.3 ‘Nativeness’ or expertise in linguistic identity research ....... 29 2.4 Mutual Understanding and Second Language Interaction .............. 31 2.4.1 The organisation of mutual understanding............................ 31 2.4.2 Mutual understanding in second language interaction ........ 34 2.4.3 Identifying An Underexplored Context: Online Second Language Talk ....................................................................... 38 2.5 Summary ......................................................................................... 40 Chapter 3. Methodology......................................................................... 43 3.1 Introduction to Conversation Analysis............................................ 44 3.2 The Ethnomethodological Foundations of CA................................ 47 3.2.1 The goal of ethnomethodological research ........................... 47 3.2.2 Emic perspective.................................................................... 48 3.2.3 Sequential context.................................................................. 49 3.2.4 Talk-extrinsic contexts ........................................................... 50 3.2.6 Normative accountability....................................................... 50 3.3 Interactional Structures ................................................................... 51 3.3.1 Sequence organization........................................................... 51 3.3.2 Turn-taking ............................................................................ 52 3.3.3 Repair..................................................................................... 53 3.4 Reliability, Validity and Generalisability in CA Research ............. 55 3.4.1 Reliability............................................................................... 56 3.4.2 Validity................................................................................... 57 3.4.3 Generalisability ..................................................................... 58 iii 3.5 Limitations and Criticisms of CA ................................................... 59 3.6 Summary ......................................................................................... 60 Chapter 4. Research Design ................................................................... 62 4.1 Introduction ..................................................................................... 62 4.2 Research Setting.............................................................................. 62 4.3 Participants ...................................................................................... 66 4.4 Data Recording and Ethical Considerations.................................... 67 4.5 Data Transcription........................................................................... 69 4.6 Data Analysis .................................................................................. 72 4.7 Summary ......................................................................................... 74 Chapter 5. Ensuring Mutual Understanding When an Other Initiates Repair..................................................................... 75 5.1 Introduction ...................................................................................
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