Start Submission Become a Reviewer

Reading: Recurrent Multiword Sequences in L2 English Spoken Academic Discourse: Developmental Perspec...

Download

A- A+
Alt. Display

Articles

Recurrent Multiword Sequences in L2 English Spoken Academic Discourse: Developmental Perspectives on 1st and 3rd Year Undergraduate Presentational Speech

Author:

Nicole Baumgarten

University of Southern Denmark, DK
About Nicole
Department of Design and CommunicationAssociate professor of English
X close

Abstract

Little is known about the development of second language (L2) capacities in L2 users located in multilingual environments where more than one language is a viable communication tool and users can decide which to use for which purpose. Adopting a socially-grounded perspective on L2 learning, this study explores university-based L2 English learning in a multilingual learning context in Denmark. 46 academic presentations from first and final year undergraduate students were analysed for the users’ use of recurrent multiword sequences as a measure of development of routinized discourse production. This analysis was complemented by an analysis of the users’ language use habits and socialization patterns. The analyses revealed a negative development in pre-patterned L2 use between first and final year students. These results call for a reconsideration of academic L2 English instruction in multilingual environments outside native English-speaking settings, where L2 learning trajectories appear to be able to be stunted by L2 users’ overall language use habits.

DOI: https://doi.org/10.35360/njes.318
How to Cite: Baumgarten, N., 2014. Recurrent Multiword Sequences in L2 English Spoken Academic Discourse: Developmental Perspectives on 1st and 3rd Year Undergraduate Presentational Speech. Nordic Journal of English Studies, 13(3), pp.1–32. DOI: http://doi.org/10.35360/njes.318
13
Views
18
Downloads
Published on 20 Dec 2014.
Peer Reviewed

Downloads

  • PDF (EN)