Abstract
New technology such as fully-automated interactive spoken dialogue systems (SDS), which allow learners to engage in multi-turn conversations with an automated agent, could provide a means for second and foreign language learners (L2) to practice form-function-context mappings in oral interaction. In this study, we investigated how learners interacted with an automated agent as they engaged in an SDS task that required them to make two requests. We examined the requests employed by 107 L2 learners, exploring in particular the request strategies and modifications used. We first transcribed verbatim all audio-recorded dialogues. Then, all turns were coded as to whether they contained a request or not. All turns that were identified as including requests were then coded for four categories adopted from Cross-cultural Speech Act Realization Patterns project: (1) Level of directness, (2) Request strategy, (3) External modifiers, and (4) Internal modifiers. Direct requests were most frequently used and learners’ preferred request strategies were want-statements and query preparatories. Additionally, they employed more internal than external modifications – a finding that seems contrary to most interlanguage studies on request realization. Moreover, we found distinct request realizations when comparing L1 Hungarian and L1 Japanese learners of English. We discuss the findings with regard to previous interlanguage studies on request realization, the potential impact of an automated agent, and ways automated spoken dialog systems might be used to implement individualized feedback to raise learners’ pragmatic awareness.
About the authors
Veronika Timpe-Laughlin is a research scientist in the field of English Language Learning and Assessment at Educational Testing Service (ETS). Her research interests include pragmatics, task-based language teaching, assessing young language learners, and technology in L2 instruction and assessment. Veronika has published in Language Assessment Quarterly and Applied Linguistics Review and is the co-author of the 2017 book “Second Language Educational Experiences for Adult Learners” (Routledge).
Judit Dombi is an assistant professor of linguistics at the University of Pécs, Hungary. She teaches undergraduate and graduate courses in linguistics. Her fields of interest include theoretical and applied aspects of intercultural communication and pragmatics in intercultural and ELF contexts; her recent research has focused on intercultural communicative competence, the communicative functions of directness and indirectness in interaction, as well as communication asymmetries.
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