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Stabilization of Idiosyncratic Fixed Expressions in the Wild.
|Title:||Stabilization of Idiosyncratic Fixed Expressions in the Wild.|
|Contributors:||Second Language Studies (department)|
learning in the wild
show 1 moreinteractional competence
|Date Issued:||May 2017|
|Publisher:||University of Hawaiʻi at Mānoa|
|Abstract:||Formulaic expressions (FEs) are considered integral to second-language (L2) competence, as|
they allow for: (1) socially shared resources to readily participate in everyday interaction; (2) a
processing short-cut for fluent native-like performance; and (3) the seeds of L2 development.
However, researchers using interlanguage (pragmatics) and dual-processing perspectives have
argued that stabilized idiosyncratic FEs are evidence of rule-based productivity, thus challenging
usage-based perspectives on FEs (Bardovi-Harlig & Stringer, 2016; Wray, 2002). While a few
studies have documented the stabilization of idiosyncratic FEs from usage-based perspectives
(Eskildsen, 2012; Hauser, 2013c), there is still a paucity of research focusing on the use of
idiosyncratic FEs in the L2 lifeworld, despite being recognized as characteristic of naturalistic
Falling at the intersection of three research strands—the learning of formulaic language,
stabilization of L2 competence, and L2 learning in the wild—this study aims to contribute to
greater understanding of the stabilization of idiosyncratic FEs, using multimodal conversation
analysis (Mortensen, 2012). Data for this study consist of 79 hours of video recordings capturing
service encounters with customers over a 30-month period at a convenience store in Honolulu.
The focal participant (Minji) is an adult Korean user of L2 English.
Focusing on one type of routine sequences in payment activities, the analysis delineates
Minji’s continuing use of idiosyncratic FEs in terms of their composition and sequential
placements. The study examines how Minji and the customers co-construct the routine sequences
with a focus on the customers’ epistemic status and their orientations to textual material in the
setting. By accounting for the structure of understanding in the routine sequences, this study
highlights the in-situ sense-making practices that Minji and the customers employ and their
reflexive relationship with the stabilization of the idiosyncratic FEs. The analysis also focuses on
repair activities arising in the informing sequences, looking at how the participants manage
sources of trouble and their impact on L2 learning opportunities. The findings explain the
stabilization of idiosyncratic FEs as embodied, sequential, and experiential phenomena occurring
in an environment filled with meaningful materials and, further, are co-constructed in and
through the participants’ interactional competence.
|Description:||Ph.D. Thesis. University of Hawaiʻi at Mānoa 2017.|
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||
Ph.D. - Second Language Studies|
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