http://hdl.handle.net/11173/3762 2026-04-19T08:14:54Z http://hdl.handle.net/11173/3770 タイトル: Turn taking in learner conversation 著者: Campbell-Larsen, John 抄録: One of the goals of foreign/ second language learning is to move the learners towards more advanced levels of fluency in the target language. But fluency is not merely the ability to produce grammatically correct utterances at a rate of speech similar to native speakers. Fluency consists in part of the concept of ‘confluency' (McCarthy, 2010) which refers to the production of utterances in a way that aligns, in terms of timing and content, with the utterances of other participants, utterances both prior to the current utterance and subsequent to it. Learners must orient to a naturalistic system of turn-taking (Sacks, Schegloff, & Jefferson, 1974). This paper outlines the underlying systematics of turn-taking, with reference to the literature and then goes on to examine turn taking in the language of a Japanese ESL university student, in student to student interaction, referring to video data made over the course of an academic year. The data shows that in the initial stages although the learner was able to take a turn more or less promptly, the turn onset was usually characterized by non-lexical utterances followed by extended pausing. The turn, thus begun, was continued with repeated pauses and L1 utterances and was often minimalized in terms of content. Perturbations in the turn-taking system were common and impeded progressivity. After extensive practice of spontaneous interactions over the course of a year the speaker's conversation was again recorded and analyzed. Although the student's utterances were still replete with lexical and grammatical infelicities, onset pausing was reduced, as were Li utterances. There was increased orientation towards turn transition matters by such means as use of L2 discourse markers and three part lists. The overall result was of more progressivity in turns and fewer perturbations to the turn-taking system. 2018-02-28T15:00:00Z http://hdl.handle.net/11173/3769 タイトル: Verbs of vision and category violations : Why see, look and watch are difficult to define 著者: Campbell-Larsen, John 抄録: Human beings are primarily visual creatures, receiving a large proportion of our information about the world through visual sensory experience. Despite the centrality of vision in our daily lives, the ways in which the visual sense is conceived by humans is largely mysterious. The English language lexicalizes the visual sense around three core words: see, look, and watch. Despite the high frequency of these verbs in English, the different meanings of the words can be extremely difficult to tease out. English language learners who make mistakes such as 'I went to the Louvre and watched the Mona Lisa' or 'I saw out of the window' inadvertently draw attention to the complexities of these verbs. To account for the difficulties of these words this paper proposes the existence of certain binary categorization schema in human cognition, such as animate versus inanimate, dynamic versus static, internal versus external, durative versus non-durative among others. The verbs of visual perception violate these category boundaries in such ways as crossing the internal/external boundary, flipping between static and dynamic and conceiving of the same action as both durative and non-durative. These category violations are at the heart of the difficulties encountered when trying to analyze the semantics of the verbs of visual perception. 2017-03-13T15:00:00Z http://hdl.handle.net/11173/3768 タイトル: Discourse awareness : Going beyond the sentence 著者: Campbell-Larsen, John 2016-03-13T15:00:00Z