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.

摘要

这项研究采用了关于互动听力的更广泛的对话概念镜头，研究了在解决问题的过程中高级成年学习者的语言使用和思维过程。来自苏格兰大学的二十英语作为第二语言（L2）学生参加了这项研究。在参加回顾性访谈之前，他们成对工作。与以往的调查同伴互动的研究相反，本研究的参与者来自不同的语言和文化背景。分析表明，第二语言的聆听者在协商和共同建构共同的理解时会运用一系列的言语和非语言话语练习，包括接收策略。此外，他们的语言使用被嵌入对本研究背景和对话者背景的社会文化和话语规范的理解中。研究结果还表明，听众对自己和他人的感知并非一成不变，而是取决于沟通中动态的人际关系。这篇文章认为有必要扩大我们对交互式听力中上下文含义的理解：当听众发挥积极作用时，他们不仅会以传统的方式进行聆听，而且还会成为听众的共同调节者。话语。