Evangeline Marlos Varonis

Input, Interaction, and Second Language Production.

The role of conversational interactions in the development of a second language has been central in the recent second language acquisition literature. While a great deal is now known about the way in which nonnative speakers interact with native speakers and other nonnative speakers, little is known about the lasting effects of these interactions on a nonnatives linguistic development. This paper specifically investigates the relationship among input, interaction, and second language production. Through data from native–nonnative speaker interactions in a direction-giving task, we show that both modified input and interaction affect task performance. However, only interaction has an effect on subsequent task performance.

Variation in Native Speaker Speech Modification to Non-Native Speakers

This study builds upon prior research dealing with the nature of discourse involving non-native speakers. In particular, we examine variables influencing native speaker foreigner talk and the form that speech modification takes. The data bases are (1) 80 taped telephone interviews between NNSs at two distinct proficiency levels, (interviewer) and NSs (interviewee), and (2) 20 NS-NS interviews. We consider five variables: 1) negotiation of meaning, 2) quantity of speech, 3) amount of repair (following a specific NNS request for repair), 4) elaborated responses, and 5) transparent responses. We find that the speech of NSs changes as a function of an NNSs ability to understand and be understood. We further suggest a general cognitive principle—transparency—underlying aspects of both foreigner talk and second language acquisition.

Miscommunication in native/nonnative conversation*

In this paper we discuss miscommunication in exchanges between native speakers and nonnative speakers of a language, focusing on an analysis of a service encounter telephone conversation between a nonnative speaker and a native speaker television repair shop employee. We present a goal-based model of conversation and a coding system for interpreting utterances, both of which are necessary for understanding the type of miscommunication which occurred in the conversation described herein. We argue that the lack of shared background on the part of the interlocutors interacted with their lack of shared linguistic code. In general, such interactions hinder successful communication and increase the probability that the miscommunication will not be recognized and thus not easily resolved. We show that a complete analysis of native/nonnative conversations must minimally invoke notions of correct interpretation, confidence in interpretation, goals of a conversation, shared beliefs, and linguistic as well as cultural systems. (Sociolinguistics, nonnative interactions, conversational analysis, Ameri

The comprehensibility of non-native speech

This study presents data collected from both natural settings and controlled experiments in order to describe native speaker responses to non-natives and to discuss what variables of a non-natives speech might elicit these responses. We present the results of three experiments. The first investigates native speaker reactions to requests for information by both native and non-native speakers in a natural setting. Experiment two is a controlled study focussing on two variables of non-native speech—pronunciation and grammar—and the response of native speakers to these variables. Experiment three examines the relationship between these variables and native speaker comprehension. Experiment four focuses on the effect of ordering on comprehensibility. We then discuss the role all of these factors play in the comprehensibility of non-native speech. We suggest that comprehensibility is achieved through a complex interaction of many factors and that it is comprehensibility which largely contributes to the use of foreigner talk by native speakers.

Incorporated Repairs in Nonnative Discourse

Nearly a century ago, Henry Sweet1 noted that conversation in a foreign language may be regarded from two very different points of view: (1) as an end in itself, and (2) as a means of learning the language and testing the pupil’s knowledge of it. But there is, of course, no reason why the second process should not be regarded as being at the same time a preparation for the first. (1899/1964, p. 219) While the importance of conversation to second-language (L2) acquisition has long been recognized, it is only recently that it has been the major focus of analysis. In particular, current research in L2 acquisition emphasizes the role of negotiated interaction between native speaker (NS) and nonnative (NNS) speaker in the development of a second language (Brock, Crookes, Day, & Long, 1986; Bruton & Samuda, 1980; Chun, Day, Chenoweth, & Luppescu, 1982; Day, Chenoweth, Chun, & Luppescu, 1984; Ellis, 1985; Long, 1983; Long & Porter, 1985; Pica, 1988; Scarcella & Higa, 1981; Varonis & Gass, 1985a and 1985b). Thus, the current view of the role of conversation in L2 learning differs noticeably from an earlier view of acquisition that held that learners learned grammatical rules and then practiced them within a conversation setting; classroom drills, classroom interactions, and daily interactions with NSs were considered important only as a means of reinforcing the grammatical rules acquired by a learner.

Deconstructing Candy Crush: what instructional design can learn from game design

Purpose – The purpose of this paper is to explore four general design features of King Digital Entertainment’s game “Candy Crush Saga” – structural, social, cognitive, and emotional – that reflect the principles of Universal Design for Learning and discusses how these features can be applied to course design in order to motivate learner persistence and increase student success. Design/methodology/approach – Both authors are casual Candy Crush game players intrigued by how the game motivates users to continue. The methodology began with participant observation and expanded to “deconstruction” of game features and application of research findings in multiple disciplines to build the argument that game design strategies can be applied to course design to enhance learning outcomes. Findings – Many factors influence game play, but it is crucial for each level to provide increasing challenges that motivate increased mastery but do not frustrate a player to the point of quitting. Similarly, course design that pr...

Most Courses Are Not Born Digital: An Overview of the Quality Matters Peer Review Process for Online Course Design.

Purpose – The purpose of this paper is to discuss benefits of and barriers to online learning and describe utilization of the Quality Matters (QM) peer review process as a method to assure the quality of online courses. It outlines the QM higher education rubric, explains how the collaborative QM peer review process facilitates online course design and certification, reports on the development of a statewide consortium in Ohio, and explores future directions in online courses. Design/methodology/approach – This paper offers a brief historical review of the incorporation of technology into teaching and learning. It describes attitudes toward online learning and the creation of the non-profit QM program as a vehicle for improving online course design. It summarizes the eight standards of the QM rubric, describes the QM peer review process, and discusses the implementation of the Ohio QM Consortium (OQMC) as a shared services model. Findings – Given existing barriers to online learning, the QM program can im...

Designing and delivering online curriculum in higher education: riding the perfect storm

Purpose – In a time that could be described as a “perfect storm” in higher education, faculty and administration have been exploring all possible tools to attract students and help them stay on a curriculum path so they can graduate within a reasonable time. The purpose of this paper is to explore three strategies for riding the storm in a large mid-western USA university. Design/methodology/approach – The authors identify three strategies for increasing student retention and course completion, including: increased choices in scheduling; redesigning the curriculum; and offering multiple options for mode of delivery. In addition, the pilot of these strategies in a Technical Data Analysis class will be described and evaluated. Findings – Providing choices in scheduling courses (strategy 1), redesigning the curriculum to offer flexible pathways to graduation (strategy 2), and offering students options in delivery modes (strategy 3) increase the likelihood of student success, allowing them to find a way out of and therefore escape the “perfect storm” that higher education finds itself in today. Practical implications – Flexibility in scheduling courses by offering multiple delivery modes increases student access while maintaining the same learning objectives and outcomes. Originality/value – This paper addresses a known challenge in higher education and offers three strategies to improve retention and completion.

From barriers to bridges: approaching accessibility in course design

Purpose – The purpose of this paper is to explore how the principles of universal design can be implemented by faculty and course designers to help give all learners access to equivalent information. It describes how information communication technologies can create barriers to information access, particularly when course content is rich in multimedia, but also how such technologies can be utilized to creates bridges to accessible content through designing for accessibility from the outset. Design/methodology/approach – This paper offers a brief review of current international guidelines and US legislation related to information communication technologies in higher education. It documents the challenge of meeting these best practices and legal mandates, as evidenced by recent legal cases in the USA resulting from inaccessible course content in higher education. Finally, it describes how universal design can enhance accessibility for individuals with visual, hearing, motor, and cognitive impairments and pr...