Repetition and Joking in Children’s Second Language Conversations:                 Playful Recyclings in an Immersion Classroom

Čekaitė, Asta; Aronsson, Karin

doi:10.1177/1461445604044295

Cited by 109 publications

(54 citation statements)

References 29 publications

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“…Androutsopoulos 2014). This kind of repetition is common in the learning of a second language and is discussed by Čekaitė and Aronsson (2004)) as recycling of prior participants' utterances, which is not seen as imitative in any mechanistic way. Instead this involves some kind of perspective-taking, teasing, joking or parody.…”

Section: Resultsmentioning

confidence: 99%

“…One such example is a study of joking events in L2 classrooms, by Čekaitė and Aronsson (2004), who found that playful language use was employed by intertextual play and role appropriations. The researchers argue that in instances of language play, students were temporarily freed from the monotonous business of language learning, resulting in more vivid conversation.…”

Section: Language Play In L2 Learningmentioning

confidence: 99%

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Language play in a second language: Social media as contexts for emerging Sociopragmatic competence

Lantz-Andersson

2017

Educ Inf Technol

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The aim of this study is to gain insights into students' language use on social media as part of the specific linguistic activities of second language (L2) learning, including development of sociopragmatic competence. Two Facebook groups were introduced in different English-as-L2 classes that were part of an international collaborative project comprising secondary schools in Colombia, Finland, Sweden and Taiwan. The study is theoretically grounded in sociocultural perspectives on learning, and the methods involve logging the students' linguistic interactions in the social media groups. The analysis of the empirical material explored how the students framed the activities by different types of keying in their choice of linguistic repertoires. The findings show that the social media context offered a casual space for communication in which the students, by attentively attuning to the local coordinated framing, used diverse linguistic repertoires to play with the language. In instances of upkeyed framings, the language play was not only used with pragmatic intentions, but also as a means for various socializing purposes. In conclusion, it is suggested that language play on social media can be seen as a valuable activity in developing sociopragmatic competence to prepare students for L2 use outside of school.Keywords English as second language learning . Social media . Language play . Framing . Keying . Sociopragmatic competence Social media has only been around for the last few decades and, from an historical perspective, it can be seen as a fairly new area for communication. Nonetheless, it is already an essential dimension of many people's daily activities (Erstad and SeftonGreen 2013) and therefore also of importance for education (e.g., Greenhow and Askari 2015). In social media spaces, English has become the dominant language, serving as Educ Inf Technol (2018) 23:705-724

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Section: Resultsmentioning

confidence: 99%

Section: Language Play In L2 Learningmentioning

confidence: 99%

Language play in a second language: Social media as contexts for emerging Sociopragmatic competence

Lantz-Andersson

2017

Educ Inf Technol

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“…From a social perspective, the ludic reformulations sensitize pupils with linguistic aspects, pragmatic as well as formal. Pupils advance in their linguistic consciousness and in the social rules knowledge when generating a caricature or making a joke (Cekaite & Aronson, 2004).…”

Section: Resultsmentioning

confidence: 99%

Humorous Reformulations and the Acquisition of Students’ Interactional Competence

Meritxell¹,

Maza²,

Farran³

2014

UCFL

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This paper proposes to deepen the knowledge of two interrelated mechanisms when addressing both the construction of the intersubjective space and the achievement of interactional competence: reformulation and humor. The data processed by ethnographic method, were obtained by analyzing several sequences in which the word is spoken as live interaction to produce different effects (linguistic, cognitive, and relational) in a specific actional microcosm: humor in the classroom. The result of the observations converges on the fact that students are able to create humorous situations through reformulation within a variety of participation frameworks. From all this, it could be deduced that the humorous reformulation sensitizes students towards formal and pragmatic aspects of language use and therefore allows them to improve their language skills and knowledge of social norms.

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“…In those situations, the children seem to interpret the Swedish lexemes according to how they sound in Finnish. They focus on the phonological features instead of the semantics of the words (see also Cekaite & Aronsson, 2004). In later cases, the children orient to the meaning of the words (see ex.…”

Section: Child Orients To the Verbal Turnmentioning

confidence: 99%

From Shared Interaction to Shared Language: Learning a Second Language in an Immersion Kindergarten

Savijärvi¹

2018

HUJE

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ABSTRACT:The article focuses on second language learning in an immersion kindergarten. Within the framework of conversation analysis, the study explores how learning is situated in interaction and evidenced in the participants' verbal and embodied behavior. The data consist of videotaped everyday interaction of a group of Finnish-speaking children during their first two years of Swedish immersion. The children's emerging second language competences are explored by analyzing how they respond to the educator's questions and directives. The production of Swedish is investigated by analyzing how the children recycle lexical items and syntactic structures that the educator has used. In terms of second language understanding, the study reveals that the children orient to the educator's embodied actions at the initial stages. They do not initiate repair even if their response shows that their understanding is partial. During the second term, the children show increasing understanding of the verbal turns, and they also initiate repair in case of understanding problems. In terms of active production of second language, the study shows that the children first recycle lexemes and expressions previously used by the educator. At later stages, they also recycle syntactic structures, and modify the recycled items in Swedish. The focus of the study are the learning processes, but the products of learning are also in evidence, and manifested in the ways the children show understanding of the second language and how they use it.

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Repetition and Joking in Children’s Second Language Conversations: Playful Recyclings in an Immersion Classroom

Cited by 109 publications

References 29 publications

Language play in a second language: Social media as contexts for emerging Sociopragmatic competence

Language play in a second language: Social media as contexts for emerging Sociopragmatic competence

Humorous Reformulations and the Acquisition of Students’ Interactional Competence

From Shared Interaction to Shared Language: Learning a Second Language in an Immersion Kindergarten

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