The development of conceptual socializat

The Development of Conceptual Socialization in International Students SERIES: ADVANCES IN PRAGMATICS AND DISCOURSE ANALYSIS EDITORS: PILAR G BLITVICH - UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE MANUEL PADILLA CRUZ – UNIVERSIDAD DE SEVILLA EDITORIAL BOARD: KATHLEEN BARDOVI- HARLIG – INDIANA UNIVERSITY PATRICIA BOU-FRANCH – UNIVERSITAT DE VALENCIA PIOTR CAP – UNIVERSITY OF LODZ ULLA CONNOR – INDIANA UNIVERSITY—PURDUE UNIVERSITY AT INDIANA JONATHAN CULPEPER – LANCASTER UNIVERSITY SUSAN FITZMAURICE – UNIVERSITY OF SHEFFIELD BRUCE FRASER – BOSTON UNIVERSITY JOHN JOSEPH - THE UNIVERSITY OF EDINBURGH ISTVAN KECSKES – STATE UNIVERSITY OF NEW YORK AT ALBANY NURIA LORENZO-DUS -SWANSEA UNIVERSITY YULING PAN – US CENSUS BUREAU MARIA ELENA PLACENCIA – BIRKBECK COLLEGE DEIRDRE WILSON – UNIVERSITY COLLEGE OF LONDON FRANCISCO YUS -UNIVERSIDAD DE ALICANTE The Development of Conceptual Socialization in International Students: A Language Socialization Perspective on Conceptual Fluency and Social Identity By Deniz Ortaỗtepe The Development of Conceptual Socialization in International Students: A Language Socialization Perspective on Conceptual Fluency and Social Identity, by Deniz Ortaỗtepe This book first published 2012 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright â 2012 by Deniz Ortaỗtepe All rights for this book reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner ISBN (10): 1-4438-4055-6, ISBN (13): 978-1-4438-4055-2 To the most wonderful parents a person could have; ule and Doan Ortaỗtepe, and to my brother, Yaşarcan I could not be here today without their unconditional love and trust in me to accomplish any journey that I have embarked on so far and many more yet to come TABLE OF CONTENTS List of Tables ix List of Figures xi List of Models xii Acknowledgements xiii Chapter I Introduction Background of the Study Aim of the Study Significance of the Study Chapter II Conceptual Socialization Language Socialization Second Language Socialization Conceptual Socialization Conclusive Remarks Chapter III 32 The Present Study Overview of the Research Design Quantitative Approach (Skill side of Conceptual Socialization) Qualitative Approach (Content side of Conceptual Socialization) The Quality and Credibility of Data Analysis Ethical Issues viii Table of Contents Chapter IV 53 Skill Side of Conceptual Socialization: Conceptual Fluency and Formulaic Language The Analysis of Discourse Completion Tests (DCTs) The Analysis of Role-enactments (Phone conversations) The Analysis of the Picture Description Task (Frog Story) Discussion on Quantitative Findings Chapter V 159 Content Side of Conceptual Socialization: Social Identity Qualitative Findings Discussion of the Qualitative Findings Conclusive Remarks Chapter VI 203 Conclusions, Implications and Future Research Main Conclusions Implications Future Research Conclusive Remarks References 229 Appendix A 245 Data Collection Instruments Appendix B 251 Transcript Notations LIST OF TABLES Table Formulaic Continuum Table The Duration of the Interviews Table The Use of Phrasal Verbs by Turkish and American Speakers in DCTs Table Sema, Hakan and Can’s Responses to DCT # Table American Students’ Responses to DCT # Table Serkan’s Responses to DCT # 11 and # 14 Table Hakan’s Responses to DCT # 14 vs American Students’ Table Baris’ Responses to DCT # 16 and # 14 Table Erol’s Responses to DCT # and # Table 10 Hakan’s and Serkan’s Use of SBUs across Pre and Post-tests Table 11 Serkan’s and Hakan’s Responses to DCT # 19 Table 12 Melis and Sema’s Use of SBUs across Pre and Post-tests Table 13 Melis and Sema’s Responses to DCT # 13 and # 14 Table 14 The Use of Idioms by the Turkish and American Students in DCTs Table 15 The Use of SBUs during Phone Conversations Table 16 The Use of Phrasal Verbs during Phone Conversations Table 17 The Use of Idioms during Phone Conversations Table 18 Melis’ Use of Formulaic Language during Phone Conversations Table 19 Hakan’s Use of Formulaic Language during Phone Conversations Table 20 Serkan’s Use of Formulaic Language during Phone Conversations Table 21 Baris’ Use of Formulaic Language during Phone Conversations Table 22 Can’s Use of Formulaic Language during Phone Conversations Table 23 Sema’s Use of Formulaic Language during Phone Conversations Table 24 Erol’s Use of Formulaic Language during Phone Conversations Table 25 The Use of Idioms by the Turkish and American Students Table 26 Can’s Use of Semantic Units in Frog Stories Table 27 Can’s Use of Phrasal Verbs and Speech Formulas in Frog Stories Table 28 Hakan’s Use of Semantic Units in Frog Stories Table 29 Hakan’s Use of Phrasal Verbs in Frog Stories Table 30 Melis’ Use of Phrasal Verbs in Frog Stories Table 31 Melis’ Use of Semantic Units in Frog Stories x List of Tables Table 32 Erol’s Use of Semantic Units in Frog Stories Table 33 Erol’s Use of Phrasal Verbs in Frog Stories Table 34 Serkan’s Use of Semantic Units in Frog Stories Table 35 Serkan’s Use Phrasal Verbs in Frog Stories Table 36 Baris’ Use of Semantic Units in Frog Stories Table 37 Baris’ Use of Phrasal Verbs in Frog Stories Table 38 Sema’s Use of Semantic Units in Frog Stories The Development of Conceptual Socialization in International Students 237 Kecskes, I., & Papp, T (2000) Foreign language and mother tongue USA: Lawrence Erlbaum Associates, Inc Kidwell, M (2000) Common ground in cross-cultural communication: Sequential and institutional contexts in front desk service encounters Issues in Applied Linguistics, 11(1), 17-37 Kinginger, C (2004) Alice doesn’t live here anymore: Foreign language learning and identity construction In A Pavlenko & A Blackledge (Eds.), Negotiation of identities in multilingual contexts (pp 219-242) Great Britain: Cromwell Press — (2009) Language learning and study abroad: A critical reading of research Great Britain: Palgrave Macmillan Kramsch, C J (1987) Socialization and Literacy in a Foreign Language: Learning through interaction Theory into Practice, 26(4), 243-250 — (2000) Social discursive constructions of self in L2 learning In J P Lantolf (Ed.), Sociocultural theory and second language learning China: Oxford University Press — (2001) Socialization and literacy in a foreign language: Learning through interaction Theory into Practice — (2009) The multilingual subject China: Oxford Kuiper, K., & Flindall, M (2000) Social rituals, formulaic speech and small talk at the supermarket checkout In J Coupland (Ed.) 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(If Yes, please go on to the Discourse Completion Test on the next page.) If not, what is your first language? How many years have you studied English in classes in Turkey? Have you studied English outside of school or university? If yes, please describe: What has your English study focused on (i.e., Grammar and grammar exercises, translation, conversation, reading skills, listening skills)? How often did you speak English in Turkey? With whom did you speak English, and for what purpose? 10 Do you consider yourself fluent in English? 11 Total time spent in United States: 12 Total time spent in other English-speaking countries (please specify country and amount of time): 246 Appendix A Appendix A2 Discourse Completion Test In order to the following task, first, you need to read the situation and utterances provided Second, assume that you are in the provided situation How would you respond? What would you say? Third, write your response in the blank area Do not spend a lot of time on thinking a response, since in a naturally occurring conversation, we tend to produce utterances promptly Try to respond as naturally as possible Thanks a lot! PART 1: 1st Situation: You promised to return a textbook to your classmate within a day or two, after photocopying a chapter You kept it for almost weeks Classmate: I’m really upset about the book because I needed it to prepare for last week’s class You: _ 2nd Situation: A friend of yours asks about a party that you went to Friend: How was the party last night? You: _ 3rd Situation: You have an interview today for a full time job at a large company and you are wearing your best suit Friend: Wow, you look really great! You: _ 4th Situation: You had friends over and they have just finished having dinner at your house that was prepared by you Friend: That was really delicious! You: _ 5th Situation: You’re preparing a Halloween party with your friend Friend: You’re really well-organized You: _ 6th Situation: You just gave a presentation in class Instructor: Your presentation was great You: _ The Development of Conceptual Socialization in International Students 247 7th Situation: You are in a store, an assistant approaches to you and asks: Assistant: Can I help you, sir? You: _ 8th Situation: Your boss introduces you with the newly hired secretary Your boss: Let me introduce you to our new secretary, Sally You: _ 9th Situation: You just entered the library to drop off a book and there you ran into a friend Friend: Hey, …What’s up? You: _ 10th Situation: You ran into a friend in the corridor right before the both of you went to a class Friend: Hi, how are you doing? You: _ PART 2: 11th Situation: You are talking to you friend Bob about another friend of your, Ray You: I think Ray was really rude to you yesterday Bob: Tell me about it You: _ 12th Situation: You and a friend of yours are talking about a promotion that you think your friend deserved You: Jason, I think you really deserved that promotion Jason: Oh, get out of here You: _ 13th Situation: You are invited to a party where you meet several new people You: Hi, Dennis Nice to meet you The new person: I am sorry, I didn’t catch your name You: _ 248 Appendix A 14th Situation: You are cleaning your house and your roommate is watching a show on TV You: John, please clean up this mess from the desk John: Oh, give me a break, will you? You: _ 15th Situation: You are about to take a test but you just realize that you don’t have a pen You: Can I borrow a pen if you have extra? Your classmate: Here you go You: _ 16th Situation: You just met a friend of you whom you haven’t seen in years You: Is that you, Kim? Kim: Oh, hi! It’s so good to see you! You: _ 17th Situation: You are on campus when a stranger asks you the way to the library Speaker: Excuse me, could you tell me how to get to the library? You: Go straight and take a left at the park Speaker: Thank you You: _ 18th Situation: You and your friend are talking in a coffee shop You: I must be going now See you soon Your friend: OK, I’ll talk to you later You: _ 19th Situation: You are talking to a clerk at a bank You: I’d like to open an account, please Clerk: Come again You: _ 20th Situation: You called a friend of yours and s/he picked up the phone and said: Your friend: Hang on for a second You: _ The Development of Conceptual Socialization in International Students 249 Appendix A4 The Interview Procedure and Questions PART A: PAST: 1st Data collection phase This part will address questions about participant’s background: his/her aspirations, history, circumstances of her life to date • What is your educational background? • What degree are you pursuing in the U.S.? • How did you end up at the school/program that you are enrolled in right now in the States? • Since when have you been studying English? • Have you been abroad before? If yes, was it any different from your stay in the US? • In what social contexts did you get involved when you were in your own country? • Was there a noticeable cultural flavor to the home you grew up in? • What family and cultural celebrations, traditions, or rituals were important in your life? • What cultural influences are still important to you today? • Were you encouraged to try new things or did you feel held back? • What was your first experience of leaving home like? • What were some of your struggles as a child? • Did you make friends easily? • What clubs, groups, or organizations did you join? • Did you enjoy being alone or was that too boring? • What did you for fun or entertainment? • Is a sense of community important to you? PART B: PRESENT: 2nd Data collection phase The second part will deal with the issues related to the participant’s present situation; what s/he is doing in the US, what roles s/he has taken, who s/he has contact with, and in what social situations s/he involves and how s/he perceives her/himself in those situations • How would you describe your worldview now? • Do you feel like a part of the American culture or you feel like a Turkish girl trying to adapt to the American culture? 250 Appendix A • How did you feel when you experienced (if you had) an occasion when you felt bad since you didn’t know something particular (like a word or someone) in the American culture? • How you react if the interlocutors in the social environment talk about something that you don’t know or haven’t heard before? • Do you feel comfortable or inferior to speak in English in a group of people whose native language is English? Why or why not? • Have you ever felt as if you couldn’t express yourself enough in English? • Has anyone asked you whether you have an accent or not? What nationality they think you have if they asked to whether you had an accent? What kind of reactions people show when you say you are (your nationality)? • What kind of opportunities you have to interact with English speakers, both native and nonnative? How and why these interactions take place? What kind of results follow from such interaction? PART C: FUTURE: 3rd Data collection phase Finally, the third part will address his/her future expectations from his/her life in the U.S • Are you planning on staying in the US after you graduate? What positions you see yourself in after you graduate? • What other social contexts would you like to get into? • Is there anything in the target language or community that you would like to change so that you would feel better about yourself? • Is there anything we have left out of your story in the States? • What are your feeling about this interview and all that we have covered? • Talk about exciting things that happened to you after you came to the States APPENDIX B TRANSCRIPT NOTATIONS [] = (0.0) (.) ↓ ALL CAPS Underline ::: (hhh) (text) Brackets indicate the start and end points of overlapping speech Equal sign indicates the break and subsequent continuation of a single utterance Numbers in parenthesis indicates elapsed time by tenths of seconds A brief pause, usually less than seconds A Down Arrow indicates falling pitch or intonation A Hyphen indicates an abrupt halt or interruption in utterance Capitalized text indicates shouted or increased volume in speech Underlined speech indicates the speaker is emphasizing or stressing the speech Colon or Colons Indicates prolongation of sound Audible exhalation Parenthesis Speech which is unclear or in doubt in the transcript ... participants’ conceptual socialization as they were observed from the very beginning of their arrival until the end of the study Another selection criterion of the participants was related to their nationality... essential components of language socialization since pragmatics is ? ?the study of language from the point of view of users, especially of the choices they make, the constraints they encounter in... example of the way language socialization encourages linguistic development (Poole, 1994) On the other hand, the second process, socialization to use the language, refers to ? ?the use of language