Relative Knowledge of Content Domain: An Influence on Native-Non-native Conversations

Zuengler, Jane; Bent, Barbara

doi:10.1093/applin/12.4.397

Cited by 42 publications

(34 citation statements)

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“…Does increased participation by the L2 learner lead to better listening outcomes? (Zuengler 1993;Zuengler and Bent 1991). -Does "raising awareness" of successful listening strategies affect learners' behavior when they are actually listening?…”

Section: Research Questionsmentioning

confidence: 99%

Areas of research that influence L2 listening instruction

Rost¹

2006

Current Trends in the Development and Teaching of the Four Language Skills

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Section: Research Questionsmentioning

confidence: 99%

Areas of research that influence L2 listening instruction

Rost¹

2006

Current Trends in the Development and Teaching of the Four Language Skills

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“…The materials considered in Zuengler (1993), Bent (1991), andWagner (1996) also appear to challenge the "modification" researcher's reliance on an assumption of inequalities in competence to explain features of NS-NNS interactions. Zuengler and Bent refer to the importance of content knowledge for the level of participation in conversations.…”

Section: Interlanguagementioning

confidence: 99%

On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research

Firth

Wagner²

1997

The Modern Language Journal

1,200

304

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This article argues for a reconceptualization of Second Language Acquisition (SLA) research that would enlarge the ontological and empirical parameters of the field. We claim that methodologies, theories, and foci within SLA reflect an imbalance between cognitive and mentalistic orientations, and social and contextual orientations to language, the former orientation being unquestionably in the ascendancy. This has resulted in a skewed perspective on discourse and communication, which conceives of the foreign language speaker as a deficient communicator struggling to overcome an underdeveloped L2 competence, striving to reach the "target" competence of an idealized native speaker (NS). We contend that SLA research requires a significantly enhanced awareness of the contextual and interactional dimensions of language use, an increased "ernie" (i.e., participant-relevant) sensitivity towards fundamental concepts, and the broadening of the traditional SLA data base. With such changes in place, the field of SLA has the capacity to become a theoretically and methodologically richer, more robust enterprise, better able to explicate the processes of second or foreign language (SjFL) acquisition, and better situated to engage with and contribute to research commonly perceived to reside outside its boundaries. New Series of Monographs and Textbooks on Women in German Literature WOMEN IN GERMAN LITERATURE IS A NEW SERIES OF MONOGRAPHS AND TEXTBOOKSfocusing on female authors and on women's issues in German literature from the Middle Ages to the present. These studies present edited texts and research in women's literary history, as well as feminist analysis, theory, and criticism. The first volumes are scheduled to appear in 1998.Persons wishing to have a manuscript considered for inclusion in the Women in German Literature series should submit a letter of inquiry with an abstract of the manuscript to the general editor.

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“…As Zuengler (1993;Zuengler & Bent, 1991) has suggested, active participation in conversational interaction may be, in part, a function of proficiency.6 H3. Advanced learners will talk more than intermediate learners in LPIs.…”

Section: H2 Advanced Learners Will Speak Faster Than Intermediate Lementioning

confidence: 99%

Conversational Styles in Language Proficiency Interviews

Young

1995

Language Learning

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This study compares the conversational styles of intermediate and advanced learners of ESL in language proficiency interviews. Eleven intermediate learners and 12 advanced learners participated in a regular administration of the Cambridge First Certificate in English oral interview. I analyzed interview discourse constructed by both interviewer and nonnative speakers (NNSs), using a quantitative model of topical organization. I found differences in the amount of talk and rate of speaking (advanced learners talked more and faster than intermediate learners), in the extent of context dependence (advanced learners elaborated more in answers to questions), and in the ability to construct and sustain narratives (advanced learners did so, intermediate learners did not). There were no differences between the two groups in the frequency of initiation of new topics, nor in the reactivity to topics introduced by the interviewers. Interviewers did not vary in their interviewing style with the two groups. Some of these findings contradict what designers of language proficiency interviews claim to be proficiency‐related differences between NNSs. The discrepancies may be due to the format of the interview and/or to differing expectations of the interview by interviewers and NNSs from different cultures.

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Relative Knowledge of Content Domain: An Influence on Native-Non-native Conversations

Cited by 42 publications

References 0 publications

Areas of research that influence L2 listening instruction

Areas of research that influence L2 listening instruction

On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research

Conversational Styles in Language Proficiency Interviews

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