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The Role of Socially-Mediated Alignment In Georgia State University ScholarWorks @ Georgia State University Applied Linguistics and English as a Second Department of Applied Linguistics and English Language Dissertations as a Second Language 8-7-2018 The Role of Socially-Mediated Alignment in the Development of Second Language Grammar and Vocabulary: Comparing Face-to- Face and Synchronous Mobile-Mediated Communication Yeon Joo Jung Follow this and additional works at: https://scholarworks.gsu.edu/alesl_diss Recommended Citation Jung, Yeon Joo, "The Role of Socially-Mediated Alignment in the Development of Second Language Grammar and Vocabulary: Comparing Face-to-Face and Synchronous Mobile-Mediated Communication." Dissertation, Georgia State University, 2018. https://scholarworks.gsu.edu/alesl_diss/48 This Dissertation is brought to you for free and open access by the Department of Applied Linguistics and English as a Second Language at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Applied Linguistics and English as a Second Language Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. THE ROLE OF SOCIALLY-MEDIATED ALIGNMENT IN THE DEVELOPMENT OF SECOND LANGUAGE GRAMMAR AND VOCABULARY: COMPARING FACE-TO-FACE AND SYNCHRONOUS MOBILE-MEDIATED COMMUNICATION by YEONJOO JUNG Under the Direction of YouJin Kim, PhD ABSTRACT Decades of research has shown that speakers mutually adapt to each other’s linguistic behaviors at different levels of language during dialogue. Recent second language (L2) research has suggested that alignment occurring while L2 learners carry out collaborative activities may lead to L2 development, highlighting the benefits of using alignment activities for L2 learning. However, despite the notion that speakers linguistically align in interactions happening in socially-situated contexts, little is known about the role of social factors in the magnitude and learning outcomes of alignment occurring in L2 interaction. The purpose of the study was to examine the pedagogical benefits of alignment activities for the development of L2 grammar and vocabulary during peer interaction across two different interactional contexts: Face-to-Face (FTF) and synchronous mobile-mediated communication (SMMC; mobile text-chat). The target vocabulary items included 32 words and the target structure was a stranded preposition construction embedded in an English relative clause. Furthermore, this study investigated whether social factors (i.e., L2 learners’ perceptions of their interlocutor’s proficiency, comprehensibility of the interlocutor’s language production, and task experience with the interlocutor) and cognitive factors (i.e., individual differences in language aptitude, cognitive style, and proficiency) would modulate alignment effects. Ninety-eight Korean university students were assigned to either the FTF or SMMC group. They completed two alignment activities in pairs, three measurement tests (pre-, post-, and delayed post-test), various cognitive ability tests, and perception questionnaires over four weeks. Results indicated that alignment occurred at the structural and lexical levels in FTF and SMMC modes, but also that structural alignment was facilitated significantly more in the SMMC mode when compared to FTF. However, there was no significant modality effect on the degree of lexical alignment. Findings also demonstrated beneficial role of alignment activities in L2 grammar and vocabulary learning, irrespective of the modality. Furthermore, results suggested that language proficiency and explicit language aptitude were significantly associated with structural alignment driven learning. Learners’ perceptions did not show a significant impact on the degree of alignment and learning outcomes. Implications for the benefits of interactive alignment activities for L2 development and the effect of modality, social factors, and cognitive factors are discussed. INDEX WORDS: Socially-mediated alignment, Linguistic alignment, Structural alignment, Lexical alignment, Synchronous mobile-mediated communication, Mobile learning THE ROLE OF SOCIALLY-M MEDIATED ALIGNMENT IN THE DEVELOPMENT OF SECOND LANGUAGE GRAMMAR AND VOCABULARY: COMPARING FACE-TO-FACE AND SYNCHRONOUS MOBILE-MEDIATED COMMUNICATION by YEONJOO JUNG A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the College of Arts and Sciences Georgia State University 2018 Copyright by YeonJoo Jung 2018 THE ROLE OF SOCIALLY-MEDIATED ALIGNMENT IN THE DEVELOPMENT OF SECOND LANGUAGE GRAMMAR AND VOCABULARY: COMPARING FACE-TO-FACE AND SYNCHRONOUS MOBILE-MEDIATED COMMUNICATION by YEONJOO JUNG Committee Chair: YouJin Kim Committee: Scott Crossley Stephanie Lindemann Melissa Baralt Electronic Version Approved: Office of Graduate Studies College of Arts and Sciences Georgia State University August 2018 iv DEDICATION This dissertation is dedicated to my father and mother, who instilled in me the joy of reading, writing, and learning. v ACKNOWLEDGEMENTS This dissertation would not have been completed if not for the advice, the support, the cheerleading, and the consoling of many significant people in my life. I could never have made it to this leg of my journey without them. I am grateful to my dissertation committee for their understanding and encouragement, and for their scholarly direction. I am especially indebted to my advisor, Dr. YouJin Kim, for her profound knowledge, inspirational guidance, and patience through the years and especially on this dissertation. Dr. Kim believed in my abilities even when I had doubts and provided me with direction and support every step of the way. Her mentorship has taught me what it means to be an excellent scholar, teacher, and colleague. I would also like to thank Dr. Scott Crossley for his consultation on statistical issues, Dr. Stephanie Lindemann for her insightful feedback, and Dr. Melissa Baralt for her encouragement and invaluable comments. My appreciation also goes to my other professors at Georgia State University who have provided me with exemplary linguistic training and intellectual inspiration: Dr. Diane Belcher, Dr. Viviana Cortes, Dr. Sara Cushing, Dr. Ericson Friginal, Dr. John Murphy, and Dr. Ute Römer. I hope to emulate their excellence in research and mentorship. Completing a PhD can be a lonely endeavor. However, I was fortunate to be surrounded by some wonderful friends who I could count upon, particularly when I felt overwhelmed and burned out. I am especially grateful to Ziyi Geng and Yu Kyoung Shin for their friendship and the lovely memories we have made during our PhD journey. I have always loved our coffee breaks at Amélie’s and Créma. Thank you also to Cindy Berger and Sarah Goodwin for the joy I have experienced through being your friend. I will miss our wine nights on Cindy’s deck and the stellar conversation that was always a part of these nights. Finally, Chae-Eun Kim, without a vi doubt, deserves unending praise for her support throughout my years at Graduate School. I never would have made it through this without her. I would like to dedicate this dissertation to my family: my parents, Myung Hwa Jung and Bok Ran Cho, my husband, YK Kim, my siblings, You Kyoung and Seung Pil, and their families. I certainly wouldn’t be where I am today without my family. Literally. My parents, in particular, have always supported and encouraged my education. Their constant support, endless hours of unconditional love they have shown, and steady stream of encouragement were instrumental to my success. I will be forever grateful for their unceasing love and care. I hope I have made them proud. And to my son, Yunwoo Nathaniel, for bringing the greatest joy into my life and always reminding me what is most important in life. Thank you for all that you have done to me during this journey – this dissertation is for you. vii TABLE OF CONTENTS DEDICATION ................................................................................................................ IV ACKNOWLEDGEMENTS .............................................................................................V LIST OF TABLES ........................................................................................................ XII LIST OF FIGURES ..................................................................................................... XIV 1 INTRODUCTION .................................................................................................... 1 1.1 Organization of the Dissertation.................................................................... 11 2 LITERATURE REVIEW ...................................................................................... 12 2.1 Overview of linguistic alignment ................................................................... 12 2.2 Theoretical accounts of linguistic alignment ................................................ 15 2.3 Empirical L1 research on linguistic alignment ............................................ 19 2.4 Linguistic alignment and SLA research ....................................................... 22 2.5 Moderating factors on linguistic alignment .................................................. 29 2.5.1 Modality and linguistic alignment ............................................................... 30 2.5.2 Social factors and linguistic alignment: Socially-mediated linguistic alignment 37 2.5.3 Cognitive factors and linguistic alignment ................................................
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