The Dialogical Nature of Language Use in Interactive Listening: Revisiting Meaning in Context

Autor/in	Huang, Alan
Titel	The Dialogical Nature of Language Use in Interactive Listening: Revisiting Meaning in Context
Quelle	In: Language Awareness, 29 (2020) 1, S.21-40 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Alan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2019.1686509
Schlagwörter	Language Usage; Listening Comprehension; Problem Solving; English (Second Language); Advanced Students; College Students; Student Attitudes; Foreign Countries; Cognitive Processes; Task Analysis; Second Language Learning; Second Language Instruction; Sociocultural Patterns; Interpersonal Relationship; Verbal Communication; Nonverbal Communication; Peer Relationship; Student Diversity; Cultural Differences; Metacognition; Dialogs (Language); Foreign Students; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Sprachgebrauch; Hörverständnis; Problemlösen; English as second language; English; Second Language; Englisch als Zweitsprache; Fortgeschrittener; Collegestudent; Schülerverhalten; Ausland; Cognitive process; Kognitiver Prozess; Aufgabenanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziokulturelle Theorie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Non-verbal communication; Nonverbale Kommunikation; Peer-Beziehungen; Kultureller Unterschied; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Dialog; Dialogs; Dialogue; Dialogues
Abstract	Adopting a broader dialogical conceptual lens on interactive listening, this study examines advanced adult learners' language use and thought processes during a problem-solving task. Twenty English as a second language (L2) students from a Scottish university participated in the study. They worked in pairs on the task before taking part in retrospective interviews. In contrast to previous studies which investigated peer interactions, the participants in the present study were from diverse linguistic and cultural backgrounds. The analysis shows that L2 listeners utilise a range of verbal and non-verbal discursive practices, including reception strategies, as they negotiate and co-construct a shared understanding. Furthermore, their language use is embedded in an understanding of the sociocultural and discursive norms of both the settings of this study and the backgrounds of the interlocutor. The findings also indicate that rather than being static, listeners' perceptions of themselves and the others are contingent upon the dynamic interpersonal relationship in communication. The article argues for a need to broaden our understanding of what meaning-in-context in interactive listening entails: when listeners take on an active role, not only do they listen in the conventional sense, but they also become the co-regulator of the discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01