Input & Interaction in the Acquitision of L1 Pragmatic Routines: Implications for SLA

While there has been extensive study of both chitd L1 and adult L2 pragmatics, acquisition of the L1 and L2 studies have largely followed different paths. Ll r"sea.ch has focused on developmental steps, cognitive processes, socio-cultural variables, and the nature of the input and interaction. L2 studies have focused on the roles of socio-culfural variables and cross_linguistic influence in the acquisition of politeness forms. The purpose of this paper is to discuss the Ll literature on the acquisition of pragmatics, specifically linguistic politeness within the context of interactional routines. Routines are discussed in terms of 1) the nature of the input, that is, the inherent characteristics of the routines which facilitate or impede their being acquired, 2) the cognitive variables of noticing and understanding, 3) the sociar variables related to the child's role and ,tut,.,, i., the society, the structure of caregiving, and beliefs about language acquisition, and 4) the interactional variables. The implications of these findings for the study of L2 acquisition of pragmatics are discussed with respect to the inherent characteristics of routines, the roles of values and beliefs, the ncgoti.tion of meaning, and the role of learner feedback in the acquisition process. Finally some comments are made on research methodology

Video recording in ethnographic SLA research: Some issues of validity in data collection

In recent years increasing numbers of researchers have begun to investigate second language acquisition within the socio-cultural context in which it occurs using qualitative methods and approaches such as an ethnographic approach. This frequently entails audio and/or video recording of the participants in naturalistic contexts. Yet theoretical and methodological issues related to video recording have not yet received a great deal of attention in the second language acquisition literature. The purpose of this paper is to initiate such a discussion among SLA researchers. This is accomplished by reviewing the visual anthropology, educational anthropology, and ethnographic filmmaking literature on three questions concerning the collection of valid video recorded data: a) How should the interaction be video recorded? b) Who should be video recorded? c) Who should do the video recording? Examples from my own research are presented to illustrate the kinds of problems that might be encountered in each of these areas. Finally I present my reflections on the decisions I made when videotaping so that other SLA researchers using video recording might gain some insights that will assist them when dealing with the theoretical, methodological and practical considerations of planning and implementing their SLA studies using an ethnographic approach

Getting It on Record: Issues and Strategies for Ethnographic Practice in Recording Studios

The recording studio has been somewhat neglected as a site for ethnographic fieldwork in the field of ethno-musicology and, moreover, the majority of published studies tend to overlook the specific concerns faced by the researcher within these contexts. Music recording studios can be places of creativity, artistry, and collaboration, but they often also involve challenging, intimidating, and fractious relations. Given that recording studios are, first and foremost, concerned with documenting musicians’ performances, we discuss the concerns of getting studio interactions “on record” in terms of access, social relations, and methods of data collection. This article reflects on some of the issues we faced when conducting our fieldwork within British music recording facilities and makes suggestions based on strategies that we employed to address these issues

A novel approach for determining environment-specific protein costs: the case of Arabidopsis thaliana

Motivation: Comprehensive understanding of cellular processes requires development of approaches which consider the energetic balances in the cell. The existing approaches that address this problem are based on defining energy-equivalent costs which do not include the effects of a changing environment. By incorporating these effects, one could provide a framework for integrating ‘omics’ data from various levels of the system in order to provide interpretations with respect to the energy state and to elicit conclusions about putative global energy-related response mechanisms in the cell

Mari belajar sopan santun Bahasa Indonesia extended notes

NW-LT34Filmed on location in East Java, Indonesia, the Mari Belajar Sopan Santun Bahasa Indonesia set consists of two videotapes, a manual, (go to http://hdl.handle.net/10125/10578) and extended notes on the individual video scenarios (the present document).The videos present interactions among Indonesian native speakers and foreign language learners as they engage in tasks and activities of everyday life. The purpose of the videos is to model for foreign language learners how to speak politely in Indonesian by drawing their attention to the ways language is used and the ways it varies according to the social context in which the interaction occurs. The manual acompanying the videos includes the pedadogical background of this project, sample lessons, learning focus, suggested activities, and bibliographies on Indonesian pragmatics and on the teaching of pragmatics in foreign language classrooms

Mari belajar sopan santun Bahasa Indonesia manual

Filmed on location in East Java, Indonesia, the Mari Belajar Sopan Santun Bahasa Indonesia set consists of two videotapes, a manual, and extended notes on the individual video scenarios. The videos present interactions among Indonesian native speakers and foreign language learners as they engage in tasks and activities of everyday life. The purpose of the videos is to model for foreign language learners how to speak politely in Indonesian by drawing their attention to the ways language is used and the ways it varies according to the social context in which the interaction occurs. The manual accompanying the videos includes the pedagogical background of this project, sample lessons, learning focus, suggested activities, and bibliographies on Indonesian pragmatics and on the teaching of pragmatics in foreign language classrooms. A document containing extended notes on the videotaped scenarios is available at http://hdl.handle.net/10125/8985. Video is encoded with DivX, you may download a free DivX video viewer for viewing the videos in our collection at http://www.divx.com/en/products/software/windows/divx (Windows) or http://www.divx.com/en/products/software/mac/divx (Mac)

Producing a video for teaching pragmatics in the second or foreign language classroom

Recent research in interlanguage pragmatics has demonstrated that at least some aspects of pragmatics can be taught in the second or foreign language classroom, and that explicit teaching methods are particularly effective. Oftentimes, however, textbooks present information on language use that is either decontextualised or inauthentic. Naturalistic interactions, if available at all, occur outside the classroom and are not experienced by the class as a whole. Videotapes of naturalistic interactions can overcome these shortcomings and be an effective medium for explicit instruction in pragmatics. This paper draws on the academic literature from interlanguage pragmatics, TESL, second language pedagogy and visual anthropology as well as on the author’s personal experience in the production of a videotape for teaching Indonesian pragmatics. Its purpose is to guide teachers and materials developers, who would like to produce a pragmatics teaching video, by presenting some of the practical and theoretical considerations that must be taken into account in order to achieve a high level of authenticity in the language used in the scenarios. These issues concern how to select the events, filming locations and actors, and how to film them so as to attain this goal.19 page(s