Dialogue dependency in second language acquisition / DependÃncia dialÃgica na aquisiÃÃo de segunda lÃngua

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

This study aims to investigate the notion of dialogue dependency - a mirroring process that leads to structural changes, as a process involved in the second language acquisition. Changes are investigated through the different relationships the language learner establishes with elements structured linked in an acquisition structure: the learnerâs speech, the language teacher, the target language (English) and the learnerâs mother tongue. A group of five students, of a private language school, take part of this investigation. Eight hours of class were taped and transcribed. The oral production of learners and teacher is analyzed in the dialogue chains in which they take place in order to highlight the dialogue dependency in structural language changes. The structural model proposed by De Lemos (2002) in the field of first language acquisition, is taken as a heuristic model to this investigation. One more element was added to the structural model designed by De Lemos (2002) for the purpose of this study. The addition followed the hypothesis that the learnerâs mother tongue should also be considered as a pole in the acquisition structure, to which the learner would establish a specific relationship in the learnerâs way to the target language. However, a first discussion of the analyzed data concludes that the heterogeneousness in the relationships between the learner and the mother tongue does not allow us to consider the first language as a single pole in the structure of the second language acquisition. Thus, the model first hypothesized for this study could not explain the complexity of the role of the mother tongue in the second language acquisition. The mirroring process, taken from the studies of De Lemos (2002), presupposes that the otherness (the mother, in this case), in interaction with the child, must be a language representative. Taking in account this condition of the otherness, the analysis of the data in this study attempts to compare interactions learner/learner and learner/teacher, in order to investigate the effects of mirroring in each one of these interactions, and evaluate whether the interactions usually applied in second language classes help the learners in their way to the target language. The awareness of dialogue dependency, through the mirroring process, may contribute to the research that investigate the error in second language acquisition, the phenomenon of fossilization, and the interactions in teaching methodologies

ASSUNTO(S)

papel do outro dialogue dependency espelhamento psicologia cognitiva the role of the otherness second language acquisition mirroring aquisiÃÃo segunda lÃngua

ACESSO AO ARTIGO

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