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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
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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
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Published on 20 Dec 2014.

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