Selecciona el Waypoint

In chapter 2, arguments surrounding the inclusion of “extraneous” theories (such as sociocultural theory) in CA studies were discussed. Two key constructs in sociocultural theory (ZPD and scaffolding), which are of relevance as interpretative frameworks, were also reviewed. This section sets out to discuss how word search practices may contribute to L2 language development, drawing on the perspective of sociocultural theory.

The analysis in Chapter 4 has shown how the EFL learners used word search as an interactional resource to resolve conversation breakdown. Through the linguistic

103

support of a more capable peer or the teacher the learner is able to better express his/her idea. Such a practice, this study suggests, apart from facilitating communication flow, also potentially contributes to second language acquisition because it involves the scaffolding of linguistic production of a less competent language learner by a more capable other (the teacher or a peer). From a Vygotskian perspective, such an interactive dialogue among novice and expert facilitates individual cognitive development.

It is important to note that “scaffolded performance” is not evidence of acquisition; rather it is a key step in moving towards internalization of the target language”, as Donato puts it, “scaffolded performance is a dialogically constituted interpsychological mechanism that promotes the novice’s internalization of knowledge constructed in shared activity” (1994, p.41). In line with this vein, the uptake or acceptance of the candidate word observed in the word searches in the data should not be interpreted as the acquisition of the target word. In Vygotsky’s words it should be considered as the “buds” or “flowers” of development rather than the “fruits” of development (1978, pp.86-87).The developmental interpretation of the word search practices proposed here is in line with the sociocultural theory’s notion of learning in that learning is portrayed as a process but not a product.

The opportunity for L2 language development arising in a word search can further be illuminated by the notion of Vygogotsky’s zone of proximal development (ZPD), the distance between what an individual can perform on his or her own and what he or she can perform with assistance. Otha (2001) points out that ZPDs are evident wherever one learner is enabled to do something by the assistance of another that he or she would not have been able to do otherwise. She further suggests that language is acquired when learners interact in the ZPD. In line with her view, evidence of ZPDs can also be found in the word search examples illustrated in chapter 4. More specifically, ZPDs are evident in the successful outcome in that the learners are enabled to express what they want to say, which they would not have been able to do alone with the assistance of others.

In short, the discussion suggests that a word search has the great potential to enact the learner’s ZPD and hence facilitate learning. More specially, word searches provide a site for learners to practice forming utterances when they need them to communicate their ideas, and of important is that this is accomplished through collaboration with

104

others. Through opportunities such as these, learners gradually build up their language skills and proficiency, as Otha (2000, p10) puts it, “This accomplishment constitutes a building block that works towards growing independence”.

A few examples presented in chapter 4, where the word searches are resolved with the help of other peers, have implications for peer learning. It demonstrates peers are also importance resources to enact the ZPD even with the presence of the teacher. What is more important is that when they are assisting the word searches, they are also provided an opportunity to “learn”. For example, they need to search through the vocabulary list they have already built up to find the right word. They thus benefit from matching and analysing the language. When they cannot help, it shows that they also have the same linguistic gap, and hence an opportunity for them to learn a new word emerges. Some of the examples presented in chapter 4 have shown that an opportunity to learn the

searched for word is also available for those who are not directly participate in the search. They are observed to show their uptake of the target word too, through for example repetition or tokens such as “ya”, “oh”, and “ah”. In short, the learning opportunities arising in a word search is not just for the learner who initiate the word search but also open for other peers. That is to say, word searches in the classroom not only enact the ZDP of the leaner who initiates the search but also potentially enact other learners’ ZPD.

5.6 Conclusion

This chapter has summarised and discussed the findings of the analysis carried out in chapter 4. In section 5.2, basic and extended word searches have been illustrated in terms of their

sequential organization and interactional management. These instances have demonstrated word search is a strong indication of intersubjectivity since it is co-constructed by the participants’ close monitoring of each other’s action. This section also discussed the role of the teacher in the extended word searches and argued that successful management of word searches by the teachers is a feature of L2 Classroom Interactional Competence. Section 5.3 discussed how the learners in the data initiated a word search and invited collaboration. They were observed to mark their word search in an arguably conventional way. Specifically, they used various lexical speech perturbations to initiate a word search. In terms of eliciting the searched-for –word in their initial search turn , code-switch and iconic gestures were found to be the most effective resources to elicit the target word, which often resulted in a satisfactory outcome with no need to further clarify the searched-for-word. Section 5.4 discussed the word search instances which are organized differently from those in ordinary conversation. The findings suggested that the participants in these word searches displayed an orientation to their roles as L2 language expert

105

and L2 language learner. Finally the last section discussed the relevance of the findings to L2 language learning from the perspective of sociocultural theory of learning. It was argued that a collaborative word search has the potential to create a ZPD for language learning, despite being initially used as a resource to facilitate the conversation.

106

Chapter 6. Conclusion

In this study, I have investigated a type of interactional practice, i.e. “word search”, which is characterised by speakers’ display of difficulties in finding the linguistic item to express their intended meaning and recipients’ assistance to find the item.

Specifically, I have examined how word searches are interactionally resolved with participants’ various resources and techniques in the context of teacher- fronted classroom interactions. A discussion of these findings has also be presented. This type of practice was chosen not only because of its crucial role in establishing mutual understanding in conversation, but also because of its potential role in SLA, where it has the possibility to drive interlanguage forward. In addition, as these instances occur in classrooms, it is potentially interesting to see how the teachers may participate in the EFL learners’ word research resolution. In this final chapter, I will conclude this study by considering implications for CA-SLA and EFL pedagogy. I will also discuss the limitations of the study as well as possible directions for future research.