The Role of Situated Contexts in a Kindergartner＇s ＂Self-initiate and Other-Respond＂ Second Language Talk： A Case Study  

作　　者：Yi-Huey Guo 

机构地区：[1]Tunghai University, Taichung City, Taiwan

出　　处：《US-China Foreign Language》2013年第8期599-608,共10页美中外语（英文版）

摘　　要：Given much attention paid to young children＇s other-initiate-child-respond talk, this study observes and investigates a kindergartner＇s ＂self-initiate and other-respond＂ L2 （second language） talk generated in naturalistic settings to know how situated context affected her L2 use. The observed child speaks Chinese as her LI （first language） and English as her L2. The study, framed by： （1） Vygotsky＇s concepts of imitation and instruction; and （2） Gee＇s situated meaning, addresses the child＇s incentives for initiating L2 dialogues, her ways of constructing L2 talk, and the implicated meaning of these incentives and constructions. The findings show that the participant sometimes created pseudo words and mixed them with English in her English talk; she did not mix English with Chinese. These imply her awareness of operating L1 and L2 as different linguistic systems. Her pseudo-words are ephemeral and unstable as each was created for a specific context use at a specific moment; each pseudo-word was replaceable and its use is fail to achieve successful communication. These show that her pseudo words use was not a mechanical activity, but an evolutionary and a revolutionary activity. This study calls caregivers＇ and advanced peers＇ attention that a child＇s pseudo word construction in L2 should not be treated as gibberish, but a form of L2 rule-making

关 键 词：situated meaning L2 （second language） learning observational case study self-initiated talk 

分 类 号：TP311.5[自动化与计算机技术—计算机软件与理论] TU244.1[自动化与计算机技术—计算机科学与技术]