NS-NSS interactions in the undergraduate conversation class

Abstract

This study analyses the Undergraduate conversation class from two different perspectives: firstly as a social setting with its own characteristics. Secondly, the interactions between the Native-Speaker and the Non-Native speakers, occurring within this particular setting have been investigated. Even though the conversation class is normally a formal part of the language teaching curriculum in Modem Languages Departments in England, very httie is known about it as a setting, and about its usefulness in terms of linguistic development. To this author's knowledge, no study has been carried out to investigate how the conversation class works, and what its benefits might be for advanced learners. This study explores one main hypothesis concerning the potential hybridism of this setting, with features belonging to the casual conversation, and to the traditional language class. This hypothesis is linked to the claim in the literature that in order to become a proficient language user, learners need to engage in complex normal speech encounters. The conversation class could thus be one of the very few settings in a university context, where opportunities for speech-encounters, aiming to reflect language authenticity, arise. Chapter One presents the two theoretical frameworks used in the study: the Ethnography of Communication, and the Input and interaction theory. The first one reviews the literature on features of casual talk and of formal lessons, while the second framework focuses on aspects and patterns of NS-NNS interaction. Chapter Two introduces the study carried out, the data collection, and the procedures for data analysis. The study focuses on three groups of undergraduates in their first or second year of studies; twenty-five lessons have been recorded; five variables, (turn-taking, NNS- NNS interaction, the use of learners' LI, negotiation, and negative feedback) have been analysed in order to investigate the hypothesis outlined above. Chapter Three focuses on the results, and the analysis of these variables, where some evidence shows hybridism in the oral class conversation. Issues of equality between participants, and symmetry in interaction are discussed, leading to a discussion of potential linguistic development for the learners. Finally, Chapter Four revisits the research areas, and provides ideas for pedagogical implications of this research, such as ways to increase equality among the participants (e.g. lowering the status of the NS), and symmetry in the interactions (e.g. genuine information gaps), thanks to good practice found in the data. Suggestions for further research in oral settings are also being offered.

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