Turn-Taking in Second Language Acquisition : The Role of Prosody in Turn-End Prediction.

Format:

Book

Author/Creator:

Nottbeck, Emilia.

Series:

Processability Approaches to Language Acquisition Research and Teaching Series

Processability Approaches to Language Acquisition Research and Teaching Series ; v.10

Language:

English

Subjects (All):

English language--Study and teaching--Foreign speakers.

English language.

Second language acquisition.

Conversation analysis.

Prosodic analysis (Linguistics).

English language--Discourse analysis.

Physical Description:

1 online resource (266 pages)

Edition:

1st ed.

Place of Publication:

Amsterdam/Philadelphia : John Benjamins Publishing Company, 2026.

Summary:

This volume investigates to what extent second language learners of English anticipate the end of a speaker's turn during turn-taking and what role prosodic cues play in this process.

Contents:

Intro

Dedication

Table of contents

List of abbreviations

List of figures

List of tables

Acknowledgements

Chapter 1 Introduction

1.1 Prediction in turn-taking and the unresolved role of prosody

1.2 The L2 gap

1.3 Aims, guiding questions, and contribution of the volume

1.4 The structural outline

Chapter 2 Theory

2.1 Turn-taking

2.1.1 Standard Linguistic Model

2.1.2 Protoconversation

2.1.3 Universals

2.1.4 Psycholinguistic puzzle

2.1.5 Prediction in comprehension

2.1.5.1 Models of Turn-Taking

2.1.5.1.1 Signalling approach

2.1.5.1.2 Psycholinguistic Model of Turn-Taking

2.1.5.1.3 Prediction-by-Production Model

2.1.5.2 Empirical evidence

2.1.5.2.1 Prediction of content

Speech act

Semantics

Syntax

Form

2.1.5.2.2 Prediction of turn-ends

Lexico-semantic content

Number of words

Semantic &amp

pragmatic information (context of utterance)

Prosody

2.1.6 Turn-taking in SLA

2.2 Second Language Acquisition

2.2.1 Sketch of Processability Theory

2.2.1.1 Levelt's model of language generation

2.2.1.2 PT hierarchy of processing procedures

2.2.1.3 Interface between production and comprehension in language processing

2.2.1.4 Role of PT as SLA theory for turn-taking

2.2.2 English questions

2.2.2.1 General classification

2.2.2.2 Acquisition of questions

2.2.2.3 Turn-taking and the role of questions

2.2.3 Prosody

2.2.3.1 General classification

2.2.3.2 L1 and L2 acquisition of prosody

2.3 Interim summary

Chapter 3 The study

3.1 Outline of the experiment

3.2 Methodological considerations

3.2.1 Conducting reaction time experiments

3.2.1.1 Accurate timing

3.2.1.2 Rigorous variable manipulation and control

3.2.1.3 Time-sensitive assessment of behaviour

3.2.1.4 Step-by-step progression.

3.2.1.5 Advantages and disadvantages of RT experiments

3.2.2 Identifying participants

3.2.2.1 Individual participants

3.2.2.2 Number of participants

3.2.2.3 Required information

3.3 Participants and procedure

3.3.1 Participants

3.3.2 Procedure

3.4 Stimulus design

3.4.1 Replication 1

3.4.2 Replication 2

3.5 Data analysis

3.5.1 Dealing with outliers

3.5.2 Statistical analysis

3.6 Interim summary

Chapter 4 Results and analysis

4.1 Replication 1

4.1.1 Hypotheses

Native speakers

Advanced learners

Beginning learners

4.1.2 Results

4.1.3 Results

4.1.4 Results

4.1.5 Results

4.1.6 Results

4.1.7 Results

4.2 Replication 2

4.2.1 Hypotheses

4.2.2 Results

4.2.3 Results

4.2.4 Results

4.2.5 Results

4.2.6 Results

4.3 Interim summary

4.3.1 Replication 1

4.3.2 Replication 2

Chapter 5 Discussion

5.1 General implications of the results for turn-taking in an L2

5.1.1 Differences in language processing during turn-taking

5.1.2 Differences in prediction mechanisms

5.2 RQ 1

5.2.1 General considerations

5.2.2 Connection to turn-taking models

5.2.3 Some thoughts on statistical significance

5.3 RQ 2

5.3.1 Discrepancy between WH/DO and SVO questions in beginning learners

5.3.2 Original vs. manipulated SVO questions (Replication 1)

5.4 RQ 3

5.4.1 Preliminary considerations

5.4.2 Interface between morpho-syntax, prosody and turn-taking in L2 acquisition

5.5 Alternative explanation to RQ2

5.5.1 Rationale

5.5.2 Procedure and results

Chapter 6 Conclusion

6.1 Summary of overall findings in relation to the research questions and aims

6.2 Contribution of the findings to turn-taking and SLA research

6.3 Limitations and future research.

References

Appendixes

Appendix A Questionnaire for stimulus design

Participant 1

Participant 2

Appendix B Exemplary material for communicative tasks

Appendix C Example interviews with beginning learners

Appendix D Example interview with advanced learner

Index.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

9789027243638

OCLC:

1610750168