Audio glosses as a participant in L2 dialogues
Evidence of mediation and microgenesis during information-gap activities
DOI:
https://doi.org/10.1558/lst.31234Keywords:
audio glosses, second language vocabulary acquisition, language related episodes, sociocultural theory, microgenesisAbstract
The current article examines the use of audio glosses by intermediate-level learners of English as a Second Language (ESL), to determine to what extent the glosses provide mediation during the language learning / language use process. Close evaluation of language produced by two dyads shows that the computer, through the audio glosses, frequently serves as a third partner during the information-gap tasks in which the partners are engaged. Mediation is both graduated, appearing more frequently in earlier than in later tasks, and contingent, accessible to learners at their request, but not provided otherwise. Analyzed excerpts illustrate that learners access the glosses for a variety of purposes (confirmation and retrieval of lexical items, refinement of pronunciation). The glosses thus serve as an on-call tutor, allowing learners to add to their productive vocabulary and to improve the quality of the language that they produce, while still focusing on effective communication with their partners.
References
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Swain, M. and Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal. 82: 320–337. https://doi.org/10.1111/j.1540-4781.1998.tb01209.x
Swain, M. and Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan, and M. Swain (Eds) Researching Pedagogical Tasks, 99–118. London: Longman.
Van Compernolle, R. (2015). Interaction and Second Language Development: A Vygotskian Perspective. Amsterdam/Philadelphia, PA: John Benjamins. https://doi.org/10.1075/lllt.44
Varonis, E. and Gass, S. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics. 6: 71–90. https://doi.org/10.1093/applin/6.1.71
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf and G. Appel (Eds) Vygotskian Approaches to Second Language Research, 33–56. Norwood, NJ: Ablex.
Fernández Dobao, A. (2012). Collaborative writing tasks in the L2 classroom. Journal of Second Language Writing. 21: 40–58. https://doi.org/10.1016/j.jslw.2011.12.002
Fernández Dobao, A. (2014). Vocabulary learning in collaborative tasks: A comparison of pair and small group work. Language Teaching Research. 18: 497–520. https://doi.org/10.1177/1362168813519730
Fortune, A. and Thorp, D. (2001). Knotted and entangled: New light on the identification, classification and value of language related episodes in collaborative output tasks. Language Awareness. 10: 143–160. https://doi.org/10.1080/09658410108667031
Frawley, W. and Lantolf, J. (1985). Second language discourse: A Vygotskyan perspective. Applied Linguistics. 6: 19–44. https://doi.org/10.1093/applin/6.1.19
Gánem-Gutiérrez, G. (2003). Beyond interaction: The study of collaborative activity in computer-mediated tasks. ReCALL. 15: 94–112. https://doi.org/10.1017/S0958344003000818
Gánem-Gutiérrez, G. (2006). Sociocultural theory and its application to CALL: A study of the computer and its relevance as a mediational tool in the process of collaborative activity. ReCALL. 18: 230–251. https://doi.org/10.1017/S0958344006000620
Kim, Y. (2008). The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary. Modern Language Journal. 92: 114–130. https://doi.org/10.1111/j.1540-4781.2008.00690.x
Krashen, S. (1978). The Monitor model for second language acquisition. In R. C. Gingras (Ed.) Second Language Acquisition and Foreign Language Teaching, 126. Arlington, VA: Center for Applied Linguistics.
Lantolf, J. P. (Ed.) (2000). Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.
Lantolf, J. P. (2006). Sociocultural theory and L2. Studies in Second Language Acquisition. 28: 67–109. https://doi.org/10.1017/S0272263106060037
Lantolf, J. P. and Johnson, K. (2007). Extending Firth and Wagner’s (1997) ontological perspective to L2 classroom praxis and teacher education. Modern Language Journal. 91: 877–892. https://doi.org/10.1111/j.1540-4781.2007.00675.x
Lantolf, J. P. and Thorne, S. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
Lasito and Storch, N. (2013). Comparing pair and small group interactions on oral tasks. RELC Journal. 44: 361–375. https://doi.org/10.1177/0033688213500557
Leont’ev, A. A. (1981). Psychology and the Language Learning Process. London: Pergamon.
Long, M. (1981). Input, interaction and second language acquisition. Annals of the New York Academy of Sciences. 379: 259–278. ttps://doi.org/10.1111/j.1749-6632.1981.tb42014.x
Long, M. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics. 4: 126–141. https://doi.org/10.1093/applin/4.2.126
McCafferty, S. (1998). Nonverbal expression and L2 private speech. Applied Linguistics. 19: 73–96. https://doi.org/10.1093/applin/19.1.73
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass and C. Madden (Eds) Input in Second Language Acquisition, 235–253. Rowley, MA: Newbury House.
Swain, M. (1997). Collaborative dialogue: Its contributions to second language learning. Revista Canaria de Estudios Ingleses. 34: 115–132.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative discourse. In J. P. Lantolf (Ed.) Sociocultural Theory and Second Language Learning, 97–114. Oxford: Oxford University Press.
Swain, M. and Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal. 82: 320–337. https://doi.org/10.1111/j.1540-4781.1998.tb01209.x
Swain, M. and Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan, and M. Swain (Eds) Researching Pedagogical Tasks, 99–118. London: Longman.
Van Compernolle, R. (2015). Interaction and Second Language Development: A Vygotskian Perspective. Amsterdam/Philadelphia, PA: John Benjamins. https://doi.org/10.1075/lllt.44
Varonis, E. and Gass, S. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics. 6: 71–90. https://doi.org/10.1093/applin/6.1.71
Published
2017-09-13
Issue
Section
Articles
How to Cite
Antes, T. A. (2017). Audio glosses as a participant in L2 dialogues: Evidence of mediation and microgenesis during information-gap activities. Language and Sociocultural Theory, 4(2), 101-123. https://doi.org/10.1558/lst.31234
