Jane Zuengler
Biographic Data
| ID | 1691785 |
|---|---|
| NAME | Jane Zuengler |
| GIVEN NAMES | Jane |
| FAMILY NAME | Zuengler |
| SIGNATURE | ZUENGLER J |
| AFFILIATIONS | University of Wisconsin–Madison |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 47 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 2 |
Many lessons from a school
In my talk, I foreground what I and my colleagues have learned about discourse in the numerous classrooms we observed in a four-year research study at an urban high school. While Jefferson High had a student body that was linguistically and culturally diverse, it was homogeneous socioeconomically, being labeled ‘low income’. Some of the research I address reveals how the classroom discourse both co-constructed and was influenced by these phenomen…
Cognitive and Sociocultural Perspectives
Looking back at the past 15 years in the field of second language acquisition (SLA), the authors select and discuss several important developments. One is the impact of various sociocultural perspectives such as Vygotskian sociocultural theory, language socialization, learning as changing participation in situated practices, Bakhtin and the dialogic perspective, and critical theory. Related to the arrival of these perspectives, the SLA field has …
Microanalyses of Classroom Discourse
Encouraging Learners' Conversational Participation
This study investigated the influence of interlocutors' relative content knowledge on conversational participation in interactions between native speakers (NSs) and normative speakers (NNSs) with limited oral skills. Forty-five male NS-NNS dyads were audio taped having two conversations; in the second conversation, which concerned students' major fields, 15 of the dyads included NNSs who had relatively more content knowledge, in another 15, the N…
Relative Knowledge of Content Domain
The study was undertaken to determine whether content knowledge influences conversational participation when native speakers (NSs) interact with nonnative speakers (NNSs). It also investigated whether NSs tend to participate more actively than NNSs in NS-NNS interactions. The hypotheses concerned predictions that (1) when theinterlocutors have relatively equal content knowledge,the NS will participate more and (2) when the interlocutors have rela…
L2 Social Marking
Research revealing L2 social marking (Giles, Scherer, and Taylor 1979) has been growing within the general area of sociolinguistic work. This paper provides a brief review of relevant research on L2 pronunciation in particular, and draws some general conclusions from this research. Finally, it presents and examines a number of issues arising from the research on L2 pronunciation. Some of the difficulties inherent to this area of research are also…
Identity and IL Development and Use1
For theoretical as well as applied reasons, it is important to understand the social processes which have an impact on the development and performance of a learner's interlanguage (IL). ‘Identity’ is a theme that runs through much of the sociolinguistic research. This paper will present an assessment of the role of identity in IL development and performance, by focusing on what the research suggests about the relationship of identity to the speak…
Effects of 'expertise' in interactions between native and non-native speakers
Research Notes
Leslie M. Beebe, Jane Zuengler, Alonso M. Perales, Judith Anne Fix Chun, Graylen K. Becker, Linda Kimbell, Frances Hinofotis, John Schumann, Andrew Cohen, Research Notes, TESOL Quarterly, Vol. 16, No. 1 (Mar., 1982), pp. 99-103
Cognitive and Sociocultural Perspectives
Looking back at the past 15 years in the field of second language acquisition (SLA), the authors select and discuss several important developments. One is the impact of various sociocultural perspectives such as Vygotskian sociocultural theory, language socialization, learning as changing participation in situated practices, Bakhtin and the dialogic perspective, and critical theory. Related to the arrival of these perspectives, the SLA field has …
Encouraging Learners' Conversational Participation
This study investigated the influence of interlocutors' relative content knowledge on conversational participation in interactions between native speakers (NSs) and normative speakers (NNSs) with limited oral skills. Forty-five male NS-NNS dyads were audio taped having two conversations; in the second conversation, which concerned students' major fields, 15 of the dyads included NNSs who had relatively more content knowledge, in another 15, the N…
Effects of 'expertise' in interactions between native and non-native speakers
Research Notes
Leslie M. Beebe, Jane Zuengler, Alonso M. Perales, Judith Anne Fix Chun, Graylen K. Becker, Linda Kimbell, Frances Hinofotis, John Schumann, Andrew Cohen, Research Notes, TESOL Quarterly, Vol. 16, No. 1 (Mar., 1982), pp. 99-103
Effects of 'expertise' in interactions between native and non-native speakers
Identity and IL Development and Use1
For theoretical as well as applied reasons, it is important to understand the social processes which have an impact on the development and performance of a learner's interlanguage (IL). ‘Identity’ is a theme that runs through much of the sociolinguistic research. This paper will present an assessment of the role of identity in IL development and performance, by focusing on what the research suggests about the relationship of identity to the speak…
L2 Social Marking
Research revealing L2 social marking (Giles, Scherer, and Taylor 1979) has been growing within the general area of sociolinguistic work. This paper provides a brief review of relevant research on L2 pronunciation in particular, and draws some general conclusions from this research. Finally, it presents and examines a number of issues arising from the research on L2 pronunciation. Some of the difficulties inherent to this area of research are also…
Relative Knowledge of Content Domain
The study was undertaken to determine whether content knowledge influences conversational participation when native speakers (NSs) interact with nonnative speakers (NNSs). It also investigated whether NSs tend to participate more actively than NNSs in NS-NNS interactions. The hypotheses concerned predictions that (1) when theinterlocutors have relatively equal content knowledge,the NS will participate more and (2) when the interlocutors have rela…
Encouraging Learners' Conversational Participation
This study investigated the influence of interlocutors' relative content knowledge on conversational participation in interactions between native speakers (NSs) and normative speakers (NNSs) with limited oral skills. Forty-five male NS-NNS dyads were audio taped having two conversations; in the second conversation, which concerned students' major fields, 15 of the dyads included NNSs who had relatively more content knowledge, in another 15, the N…
Microanalyses of Classroom Discourse
Cognitive and Sociocultural Perspectives
Looking back at the past 15 years in the field of second language acquisition (SLA), the authors select and discuss several important developments. One is the impact of various sociocultural perspectives such as Vygotskian sociocultural theory, language socialization, learning as changing participation in situated practices, Bakhtin and the dialogic perspective, and critical theory. Related to the arrival of these perspectives, the SLA field has …
Many lessons from a school
In my talk, I foreground what I and my colleagues have learned about discourse in the numerous classrooms we observed in a four-year research study at an urban high school. While Jefferson High had a student body that was linguistically and culturally diverse, it was homogeneous socioeconomically, being labeled ‘low income’. Some of the research I address reveals how the classroom discourse both co-constructed and was influenced by these phenomen…
Psychology (8 works) · EFL/ESL Teaching and Learning (7 works) · Linguistics (7 works) · Language, Discourse, Communication Strategies (4 works) · Multilingual Education and Policy (4 works) · Sociology (4 works) · Communication (3 works) · Computer Science (3 works) · Philosophy (3 works) · Artificial Intelligence (2 works)