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Does Ability Affect Alignment in Second Language Tutorial Dialogue?

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Original languageEnglish
Title of host publication19th Annual Meeting of the Special Interest Group on Discourse and Dialogue (SIGDIAL 2018)
Place of PublicationMelbourne, Australia
PublisherACL Anthology
Pages41-50
Number of pages10
StatePublished - Jul 2018
Event19th Annual Meeting of the Special Interest Group on Discourse and Dialogue - RMIT University , Melbourne, Australia
Duration: 12 Jul 201814 Jul 2018
http://workshops.sigdial.org/conference19/index.html
http://workshops.sigdial.org/conference19/

Conference

Conference19th Annual Meeting of the Special Interest Group on Discourse and Dialogue
Abbreviated titleSIGDIAL 2018
CountryAustralia
CityMelbourne
Period12/07/1814/07/18
Internet address

Abstract

The role of alignment between interlocutors in second language learning is different to that in fluent conversational dialogue. Learners gain linguistic skill through increased alignment, yet the extent to which they can align will be constrained by their ability. Tutors may use alignment to teach and encourage the student, yet still must push the student and correct their errors, decreasing alignment. To understand how learner ability interacts with alignment, we measure the influence of ability on lexical priming, an indicator of alignment. We find that lexical priming in learner-tutor dialogues differs from that in conversational and task-based dialogues, and we find evidence that alignment increases with ability and with word complexity

Event

19th Annual Meeting of the Special Interest Group on Discourse and Dialogue

12/07/1814/07/18

Melbourne, Australia

Event: Conference

ID: 60587090