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Samesaying and double-voiced discourse in Iranian EFL learners’ production of L2 reported speech

Published online by Cambridge University Press:  23 September 2022

Mostafa Morady Moghaddam Open the ORCID record for Mostafa Morady Moghaddam [Opens in a new window]  and
Jodi Tommerdahl
Mostafa Morady Moghaddam*
Affiliation:
Shahrood University of Technology, Shahrood, Iran
Jodi Tommerdahl
Affiliation:
University of Texas at Arlington, Arlington, TX, USA
*
*Corresponding author. Email: [email protected]
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Abstract

Considering the paucity of research done on the reported speech of L2 speakers compared with the body of work based on native speakers, particularly in the domain of education, this study investigates ‘polyphony’ (the dialogic nature of discourse) in the indirect reports of Iranian English as Foreign Language (EFL) learners in light of Bakhtin’s concept of ‘double-voiced discourse’ (DVD) (Bakhtin, 1984; Zbikowski, 2002). The goal of the article was to characterise the types of reporting attested in L2 data in the language-learning classroom and to analyse instances of discord between speakers’ voices to better understand what gives rise to these differences in an additional language. To achieve this, we observed naturally occurring interactions between Iranian EFL learners to see how they change the original speech in their indirect reports via the use of semantic and syntactic transformations. The findings revealed traces of distorted reported speech that not only refute the monophonic nature of indirect reports among the interactants but also emphasise the representational characteristics of DVD in its different forms. Samesaying and distorted reported speech are closely examined in accord with the nature of an L2 produced in a language-learning classroom. This article contributes to interlanguage pragmatics, with a focus on sociopragmatic variations that delve into intersubjectivity in language interaction in an institutional context.

Keywords

classroom interactiondouble-voiced discourse (DVD)L2 productionpolyphonypragmaticsreported speech
Type
Article
Information
Language and Cognition , Volume 14 , Issue 4 , December 2022 , pp. 575 - 595
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Copyright
© The Author(s), 2022. Published by Cambridge University Press

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