The objective of this study was to use discourse analysis to identify differences in language between lower-proficiency English-as-a-foreign-language learners at differently assigned course-level bands and their native speaking counterparts completing the same task, an introduction. Consideration of interactional differences between different levels of a second language learner and a native speaker control model can inform teacher input, materials development, and assessment. For this study, example exchanges from the introductions revealed a process whereby learners moved from a presentational style towards a more minimal, interactional, response style involving frequent exchanges of turns. The second language learners in this study were taking part in an exercise using the Question-Answer-Response strategy as a loose framework or tether for the target (i.e., completing the introduction). Finally, as an applicable response to the research, a second language classroom technique, shadowing (a type of fragmented or complete repetition of a target utterance), is suggested as a way for learners to move towards the interactional style of native introductions. Use of the study’s technique is beneficial to second language instructors.
PP. 81-87
