L2: Volume 5 Issue 2

Task Type Effects on Pragmatic Marker Use by Learners at Varying Proficiency Levels

Previous research has shown that the degree of structure in a task affects the complexity, accuracy, and fluency of L2 oral production (Foster & Skehan 1999).  The acquisition of pragmatic markers may be related to the development of second language fluency, but there is limited research on their use by second language learners on different task types…

“I won’t talk about this here in America:” Sociocultural Context of Korean English Language Learners’ Emotion Speech in English

This article examines the relationship between language and emotion, especially drawing attention to the experiences and perspectives of second language (SL) learners. Informed by the sociocultural perspective on the construction of emotion and its representation, this study highlights the intertwined relationship among emotions, cultural contexts, perceived identities, and languages…

Student Initiatives and Missed Learning Opportunities in an IRF Sequence: A Single Case Analysis

Most conversation analysis (CA) studies of the initiation-response-feedback (IRF; Sinclair & Coulthard, 1975) sequence have focused on teacher actions in the feedback move. In this article, I use CA to analyze student initiatives (Waring, 2011) within an IRF sequence in one excerpt from a Chinese as a foreign language class…

Using Interconnected Texts to Highlight Culture in the Foreign Language Classroom

SLA research on foreign language pedagogy has long demonstrated that culture is essential to language learning. However, presenting culture in the language classroom poses certain problems. For learners, there is a tendency to stereotype others and to rely excessively on the teacher. For teachers, there is a tendency to transmit isolated facts without elaboration and to associate a target language with a single monolithic culture. This article…