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Part II: Issues in Second-Language Learning
Content made available by Georgetown University Press, DigitalGeorgetown,
and the Department of Linguistics.
must learn this order, in addition to learning the content and the language in which to
express it.
Using Pomerantz’s (1984) analysis to study the emerging turn structure of L2
disagreements in a longitudinal study, Bardovi-Harlig and Salsbury (2004) reveal the
following sequence of development:
1. Strong disagreements, characterized chiefly by the occurrence of
no
.
2. Inclusion of agreement components with disagreement components. (At this
stage a learner may use both the disagree-before-agree and the agree-be-
fore-disagree orders on different disagreements.)
3. Postponement of disagreement components within a turn.
4. Postponement of disagreement turns within a sequence of turns.
It is important to note that direct disagreements, although acquired early, are never
abandoned as a strategy either by learners or by native speakers, who retain them in
their repertoire. Instead, they become less frequent as learners gain other options.
The first stage is characterized by strong disagreements, dominated by the use of
no.
(20)
Bob: So your intention is to go back to Mali to study . . .
Mousa:
No, no, here, yeah . . .
is depend on university, they need some
TOEFL score [month 5]
(21)
Bob: He’ll have two wives too.
Mousa: No, he won’t have two wives [month 6]
The second stage is characterized by the emergence of agreement components in the
disagreements. At this stage, a learner may use either a disagree-before-agree order
or an agree-before-disagree order. The former is more typical.
(22)
Tom: . . . It’s called test anxiety . . .
Mousa:
I don’t have quite like this, but I have a little, but not quite like
this,
[month 10]
(23)
Donna: So, how does that affect your life now?
Marta: Now, mm, now, sometimes, yes, sometimes, I feel now, even
now I am very shy, the people say I am not shy, but
Donna:
You’re shy! Oh, honey, you’re not shy!
[direct disagreement by
interlocutor]
Marta:
Yes, yes, sometimes, I am very very shy, yes, and I say, Marta,
go ahead, go! Talk! Oh! Yes
[direct disagreement by learner]
Donna:
If I were to describe you, to somebody, shy would not come
up, I would not say shy
Marta: Really, I am very very shy. [reiterated disagreement] No, ok,
how can I say, maybe when I had good relationship with somebody, for
example, you, Tom, I’m very open [agreement], but when I don’t know
somebody, and I feel no comfortable, I very very shy [disagreement]
Donna: . . .
That’s natural . . .
[Marta, L2 Spanish, month 11]
CONTEXTUALIZING INTERLANGUAGE PRAGMATICS
77
Content made available by Georgetown University Press, DigitalGeorgetown,
and the Department of Linguistics.
Marta’s disagreement takes a positive form—
yes, I am shy
—and is repeated
twice before she finally concedes to agree with Donna:
maybe when I had
good relationship with somebody, for example, you, Tom, I’m very open
. Marta
then repeats her disagreement with an intensifier:
but when I don’t know
somebody, and I feel no comfortable, I very very shy
.
The third stage is characterized by postponement of disagreement components
within a turn. Learners move from an unordered turn structure in which they use
agreement-before-disagreement and disagreement-before-agreement to a turn struc-
ture in which agreement precedes disagreement. In the following examples, the
learner first uses an unconventional marker of agreement—
I know your mean
[
ing
]—
and the following month adopts the conventional
yeah but
strategy (LoCastro 1986).
(24)
Tom: But if you don’t take any IEP classes, then you have no
connection to the university, cause IU has to accept you first as a
student, do you see what I mean?
Eun Hui:
I know your mean, but I don’t think so
Tom: No? ok. [L1 Korean, month 10]
(25)
Tom: It’s a cultural difference, do you think . . . but I know in Asia,
you can agree or disagree, it’s more of a written culture . . .
Eun Hui:
Yeah, but, in Korea, in Korea culture,
during our class, we
don’t say many things, but even though I know about that, just we have
to polite attitude during class, [month 11]
The fourth and last stage seems to be postponement of the disagreement across
turns. Only one of the learners, Mousa, reaches that stage. Mousa utilizes the turns
that have been identified in native-speaker realization of dispreferred turns. He re-
quests clarification, he warns his interlocutor of the impending disagreement, and fi-
nally he disagrees directly.
(26)
Tom: Would you marry more than one woman?
Mousa: Ah, I don’t think, I don’t know, I haven’t decide yet.
Tom: I think he’d be more honest with me if you weren’t here!
Takako: Yea! Because I don’t know, like, first, I, first I heard about like
more than one wife, like I thought, why is that, but now, like, I mean,
I don’t want to my husband to have more than one wife, but, honestly, I
mean, I don’t care . . .
(two turns)
Mousa:
You said like, if your, you don’t care if your, your, your
husband has other wife?
[clarification]
Takako: I don’t know.
Mousa:
You don’t care about that?
[clarification]
Takako: Like, now, I’m a little bit thinking, before I didn’t like it, but
now
78
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