Hostname: page-component-745bb68f8f-lrblm Total loading time: 0 Render date: 2025-02-12T01:01:19.654Z Has data issue: false hasContentIssue false
  • English
  • Français

Learning to Communicate in the Classroom

A Study of Two Language Learners' Requests

Published online by Cambridge University Press:  07 November 2008

Rod Ellis
Rod Ellis
Affiliation:
Temple University Japan
Get access Rights & Permissions [Opens in a new window]

Abstract

It is now generally accepted that second language (L2) acquisition can take place as a result of learning how to communicate in the L2. It is less clear, however, whether the kind of communication that occurs in a classroom is sufficient to ensure development of full target language competence. This article examines the extent to which the opportunities for communication in an English as a Second Language (ESL) classroom result in the acquisition of one particular illocutionary act—requests. A total of 410 requests produced by two child learners over 15–21 months were examined. The results suggest that although considerable development took place over this period, both learners failed to develop either the full range of request types or a broad linguistic repertoire for performing those types that they did acquire. The learners also failed to develop the sociolinguistic competence needed to vary their choice of request to take account of different addressees. One explanation for these results is that although the classroom context fostered interpersonal and expressive needs in the two learners, it did not provide the conditions for real sociolinguistic needs.

Type
Articles
Information
Studies in Second Language Acquisition , Volume 14 , Issue 1 , March 1992 , pp. 1 - 23
Copyright
Copyright © Cambridge University Press 1992

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allen, P., Swain, M., Harley, B., & Cummins, J. (1990). Aspects of classroom treatment: Toward a more comprehensive view of second language education. In Harley, B., Allen, P., Cummins, J., & Swain, M. (Eds.), The development of bilingual proficiency (pp. 57–81). Cambridge: Cambridge University Press.Google Scholar
Allwright, R. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5, 156–171.CrossRefGoogle Scholar
Blum-Kulka, S., & House, J. (1989). Cross-cultural and situational requesting behavior. In Blum-Kulka, S., House, J., & Kasper, G. (Eds.), Cross-cultural pragmatics: Requests and apologies (pp. 123–154). Norwood, NJ: Ablex.Google Scholar
Blum-Kulka, S., House, J., & Kasper, G. (Eds.), (1989a). Cross-cultural Pragmatics: Requests and apologies. Norwood, NJ: Ablex.Google Scholar
Blum-Kulka, S., House, J., & Kasper, G. (1989b). Investigating cross-cultural pragmatics: An introductory overview. In Blum-Kulka, S., House, J., & Kasper, G. (Eds.), Cross-cultural pragmatics: Requests and apologies (pp. 1–34). Norwood, NJ: Ablex.Google Scholar
Blum-Kulka, S., & Olshtain, E. (1986). Too many Words: Length of utterance and pragmatic failure. Studies in Second Language Acquisition, 8, 47–61.Google Scholar
Brown, P., & Levinson, S. (1978). Universals of language usage: Politeness phenomena. In Goody, E. (Ed.), Questions and politeness (pp. 56–289). Cambridge: Cambridge University Press.Google Scholar
Cathcart, R. (1986). Situational differences and the sampling of young children's school language. In Day, R. (Ed.), Talking to learn: Conversation in a second language (pp. 118–140). Rowley, MA: Newbury House.Google Scholar
Day, R. (1984). Student participation in the ESL classroom. Language Learning, 34, 69–98.CrossRefGoogle Scholar
De Beaugrande, R., & Dressler, W. (1981). Introduction to text linguistics. Oxford: Oxford University Press.CrossRefGoogle Scholar
Ellis, R. (1982). Discourse processes in the second language classroom. Unpublished doctoral thesis, University of London.Google Scholar
Ellis, R. (1984). Classroom second language development. Oxford: Pergamon.Google Scholar
Ervin-Tripp, S. (1976). “Is Sybil there?” The structure of American English directives. Language in Society, 5, 25–66.CrossRefGoogle Scholar
Faerch, C., & Kasper, G. (1989). Internal and external modification in interlanguage request realization. In Blum-Kulka, S., House, J., & Kasper, G. (Eds.), Cross-cultural pragmatics: Requests and apologies (pp. 221–247). Norwood, NJ: Ablex.Google Scholar
Flowerdew, J. (1990). Problems of speech act theory from an applied perspective. Language Learning, 40, 79–105.CrossRefGoogle Scholar
Hatch, E. (1978). Discourse analysis and second language acquisition. In Hatch, E. (Ed.), Second language acquisition (pp. 401–435). Rowley, MA: Newbury House.Google Scholar
House, J., & Kasper, G. (1987). Interlanguage pragmatics: Requesting in a foreign language. In Lorscher, W. & Schulze, R. (Eds.), Perspectives on language and performance. Festschrift for Werner Hüllen (pp. 1250–1288). Tubingen: Gunter Narr.Google Scholar
Kasper, G., & Dahl, M. (1991). Research methods in interlanguage pragmatics. Studies in Second Language Acquisition, 13, 215–247.Google Scholar
Levinson, S. (1981). The essential inadequacies of speech act models of dialogue. In Parret, H., Sbisa, M., & Vershueren, J. (Eds.), Possibilities and limitations of pragmatics: Proceedings of the conference in pragmatics at Urbino, 07 8–14, 1979 (pp. 473–492). Amsterdam: Benjamins.Google Scholar
Long, M. (1983). Native speaker/non-native speaker conversation in the second language classroom. In Clarke, M. & Handscombe, J. (Eds.), On TESOL '82: Pacific perspectives on language learning and teaching (pp. 339–354). Washington, DC: TESOL.Google Scholar
McNamara, J. (1973). Nurseries, streets and classrooms: Some comparisons and deductions. Modern Language Journal, 57, 250–254.Google Scholar
Mitchell, R. (1989). Communicative language teaching in practice. London: CILT.Google Scholar
Pica, T. (1987). Second language acquisition, social interaction and the classroom. Applied Linguistics, 8, 3–21.CrossRefGoogle Scholar
Porter, P. (1986). How learners talk to each other: Input and interaction in task-centered discussion. In Day, R. (Ed.), Talking to learn: Conversation in a second language (pp. 200–222). Rowley, MA: Newbury House.Google Scholar
Rintell, E., & Mitchell, C. (1989). Studying requests and apologies: An inquiry into method. In Blum-Kulka, S., House, J., & Kasper, G. (Eds.), Cross-cultural pragmatics: Requests and apologies (pp. 221–247). Norwood, NJ: Ablex.Google Scholar
Schmidt, R. (1983). Interaction, acculturation and the acquisition of communicative competence. In Wolfson, N. & Judd, E. (Eds.), Sociolinguistics and second language acquisition (pp. 137–174). Rowley, MA: Newbury House.Google Scholar
Searle, J. (1976). Indirect speech acts. In Cole, P. & Morgan, J. (Eds.). Syntax and semantics3: Speech acts (pp. 59–82). New York: Academic.Google Scholar
Sinclair, M., & Coulthard, M. (1975). Towards an analysis of discourse. Oxford: Oxford University Press.Google Scholar
Slimani, A. (1987). The teaching/learning relationship: Learning opportunities and learning outcomes. An Algerian case study. Unpublished doctoral thesis, University of Lancaster, England.Google Scholar
Stern, H. (1990). Analysis and experience as variables in second language pedagogy. In Harley, S., Allen, P., Cummins, J., & Swain, M. (Eds.), The development of second language proficiency (pp. 93–109). Cambridge: Cambridge University Press.Google Scholar
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output. In Gass, S. & Madden, C. (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.Google Scholar
Tanaka, N. (1988). Politeness: Some problems for Japanese speakers of English. JALT Journal, 9, 81–102.Google Scholar
Van Lier, L. (1988). The classroom and the language learner. London: Longman.Google Scholar
Weizman, E. (1989). Requestive hints. In Blum-Kulka, S., House, J., & Kasper, G. (Eds.), Cross-cultural pragmatics: Requests and apologies (pp. 71–95). Norwood, NJ: Ablex.Google Scholar
Wolfson, N. (1983). An empirically based analysis of complimenting in American English. In Wolfson, N. & Judd, E. (Eds.), Sociolinguistics and second language acquisition (pp. 82–95). Rowley, MA: Newbury House.Google Scholar
Wolfson, N. (1988). The bulge: A theory of speech behavior and social distance. In Fine, J. (Ed.), Second language discourse: A textbook of current research (pp. 17–38). Norwood, NJ: Ablex.Google Scholar
Wolfson, N., Marmor, T., & Jones, S. (1989). Problems in the comparison of speech acts across cultures. In Blum-Kulka, S., House, J., & Kasper, G. (Eds.), Cross-cultural pragmatics: Requests and apologies (pp. 175–196). Norwood, NJ: Ablex.Google Scholar