Learning English through Social Interaction: The Case of "Big Brother 2006," Finland

Autor/inn/en	Kaanta, Leila; Jauni, Heidi; Leppanen, Sirpa; Peuronen, Saija; Paakkinen, Terhi
Titel	Learning English through Social Interaction: The Case of "Big Brother 2006," Finland
Quelle	In: Modern Language Journal, 97 (2013) 2, S.340-359 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/j.1540-4781.2013.12006.x
Schlagwörter	Discourse Analysis; Second Language Learning; Foreign Countries; English (Second Language); Interpersonal Communication; Intercultural Communication; Television; Programming (Broadcast); Finno Ugric Languages; Cultural Context; Audiences; Language Proficiency; Code Switching (Language); Role; Humor; Error Correction; Group Membership; Figurative Language; Learning Activities; Finland + Suchen Sie Ihr Suchwort? Diskursanalyse; Zweitsprachenerwerb; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Interpersonale Kommunikation; Interkulturelle Kommunikation; Fernsehen; Fernsehtechnik; Programmgestaltung; Spectator; Zuschauer; Language skill; Language skills; Sprachkompetenz; Rollen; Humoristische Darstellung; Korrektur; Gruppenzugehörigkeit; Lernaktivität; Finnland
Abstract	In line with recent Conversation Analytic work on language learning as situated practice, this article investigates how interactants can create language learning opportunities for themselves and others in and through social interaction. The study shows how the participants of "Big Brother Finland," a reality TV show, whose main communication is in Finnish, take up resources provided by English and use them for learning in their interaction. This interaction is characterized by an orientation to both the local context and the television audience, a mixture of activity types and translanguaging. It focuses on one of the participants who explicitly evaluates his own proficiency in English as limited, and demonstrates how English nevertheless constitutes a motivated choice for him that he integrates into his and the other "Big Brother" housemates' talk and interaction. Analysis shows how the participant actively topicalizes English not only to understand the ongoing talk, but also to serve a range of social and symbolic purposes, for example, for inviting and engaging in participation, building expert--novice participant roles, and creating entertainment and humor. In this fashion the study depicts diverging interactional environments where learning opportunities are created and shows how these are employed by the participants. (Contains 10 notes.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10