Icelandic learning in the wild: An overview with pedagogical implications ; Nám íslensku sem annars máls utan kennslustofunnar: Yfirlit með kennslufræðilegu ívafi

This paper reviews conversation analytic research into Icelandic second language (L2) learning in the wild – that is, in settings outside of the classroom over which the teacher has no control. We investigate L2 learning as (1) activities that are socially accomplished through certain recognizable actions, and (2) as the development of interactional competence. We present examples of our work on learning behaviors in the wild. Specifically, we show (1) how our focal L2 speaker uses business encounters to practice Icelandic, (2) how she makes language contracts with the clerks to speak Icelandic, (3) how she insists on finishing her turns–at–talk even though mutual understanding has already been accomplished, and (4) how she carries out word searches and other repair practices to achieve learning. Focusing on her emergent uses of ‘ætla’, we then show how her interactional competence develops as she is using and learning to use ‘ætla’ in a range of lexically specific constellations to accomplish specific social actions at various points in time. We end the paper by concluding on our findings and discussing implications for language teaching and education. Keywords: Icelandic as a second language, Learning Icelandic in the wild, Conversation analysis and second language acquisition ; Í kaflanum er farið yfir rannsóknir á námi íslensku sem annars máls utan kennslustofunnar með aðferðum samtalsgreiningar – þ.e. í aðstæðum þar sem enginn kennari kemur við sögu. Við rannsökum nám annars máls sem (1) félagslegar athafnir sem eru með tilteknum aðgerðum sem aðrir skilja og sem (2) þróun samskiptahæfni. Við sýnum dæmi úr rannsóknum okkar á námshegðun utan kennslustofunnar. Við sýnum (1) hvernig Anna, annarsmálshafinn sem er til rannsóknar, notar þjónustusamtöl til að æfa íslensku, (2) hvernig hún gerir tungumálasamning við afgreiðslufólk um að tala íslensku, (3) hvernig hún krefst þess að fá að ljúka lotunni sinni þótt viðmælandinn hafi skilið hvert hún er að fara og (4) hvernig hún hrindir af stað orðaleitum og öðrum ...