Accumulating Semiotic Resources for Social Actions: A Case Study of L2 Icelandic in the Wild,The Modern Language Journal

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Accumulating Semiotic Resources for Social Actions: A Case Study of L2 Icelandic in the Wild
The Modern Language Journal ( IF 4.7 ) Pub Date : 2022-03-03 , DOI: 10.1111/modl.12752
GUÐRÚN THEODÓRSDÓTTIR ₁ , SØREN W. ESKILDSEN ₂

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This study investigates a second language (L2) speaker's use and learning of the Icelandic auxiliary verb ætla (pronounced /aihtla/) in the wild. This analytic focus is motivated by the L2 speaker's (Anna) own orientation to ætla as a learnable. We track Anna's use of ætla in naturally occurring social interaction over time. Anna first learns to use ætla to make requests in service encounters but this does not automatically transfer to other environments, suggesting an intricate relationship between ætla and the social action it is used to accomplish. The study illuminates (a) how this relationship between ætla expressions and the social actions they are used to accomplish develops over time, and (b) how Anna's increasingly diversified and productive varieties of ætla expressions co-emerge with increasingly varied action accomplishment. Together, these two dimensions of L2 learning form the backbone of Anna's L2 grammar as an emergent accumulation of semiotic resources for social action. This serves as the backdrop for the article's implications for L2 education: (a) We promote the idea of exemplar-based and interactionally situated L2 teaching, and (b) we call for increased awareness of situated and developing interactional competence and usage-based processes and practices in the education of L2 teachers.

中文翻译：

为社会行动积累符号资源：野外L2冰岛语的案例研究

本研究调查了第二语言 (L2) 使用者在野外对冰岛语助动词ætla（发音为 /aihtla/）的使用和学习。这种分析重点是由 L2 演讲者 (Anna) 自己将ætla定位为可学习的。随着时间的推移，我们跟踪 Anna在自然发生的社交互动中对ætla的使用。Anna 首先学会了使用ætla在服务遇到中提出请求，但这并不会自动转移到其他环境，这表明ætla与它用来完成的社交活动之间存在着错综复杂的关系。该研究阐明 (a) ætla之间的这种关系如何表达和他们用来完成的社会行动随着时间的推移而发展，以及 (b) Anna 日益多样化和富有成效的ætla表达如何与日益多样化的行动成就共同出现。作为社会行动的符号资源的新兴积累，二语学习的这两个维度共同构成了安娜二语语法的支柱。这是本文对二语教育的影响的背景：（a）我们提倡基于范例和互动情境的二语教学理念，以及（b）我们呼吁提高对情境和发展互动能力以及基于使用的过程的认识二语教师的教育和实践。

更新日期：2022-03-03

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