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Pekarek Doehler, Simona

Nom
Pekarek Doehler, Simona
Affiliation principale
Fonction
Professeure ordinaire
Email
simona.pekarek@unine.ch
Identifiants
https://libra.unine.ch/handle/123456789/226
_
0000-0002-3592-5076

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  • Publication
    Accès libre
    Multimodal assemblies for prefacing a dispreferred response: A cross-linguistic analysis
    (2021-9-27)
    Pekarek Doehler, Simona 
    ;
    Polak-Yitzhaki, Hilla
    ;
    Li, Xiaoting
    ;
    Stoenica, Ioana-Maria 
    ;
    Havlík, Martin
    ;
    Keevallik, Leelo
    In this paper we examine how participants’ multimodal conduct maps onto one of the basic organizational principles of social interaction: preference organization – and how it does so in a similar manner across five different languages (Czech, French, Hebrew, Mandarin, and Romanian). Based on interactional data from these languages, we identify a recurrent multimodal practice that respondents deploy in turn-initial position in dispreferred responses to various first actions, such as information requests, assessments, proposals, and informing. The practice involves the verbal delivery of a turn-initial expression corresponding to English ‘I don’t know’ and its variants (‘dunno’) coupled with gaze aversion from the prior speaker. We show that through this ‘multimodal assembly’ respondents preface a dispreferred response within various sequence types, and we demonstrate the cross-linguistic robustness of this practice: Through the focal multimodal assembly, respondents retrospectively mark the prior action as problematic and prospectively alert co-participants to incipient resistance to the constraints set out or to the stance conveyed by that action. By evidencing how grammar and body interface in related ways across a diverse set of languages, the findings open a window onto cross-linguistic, cross-modal, and cross-cultural consistencies in human interactional conduct.
  • Publication
    Métadonnées seulement
    Social-interactional approaches tu SLA: A state of the art and some future perspectives
    (2013)
    Pekarek Doehler, Simona 
    In this paper I address the current state of the art in social-interactional research on SLA. I first provide a brief outline of the historical development of those lines of research that are commonly subsumed under the (broad) heading of ‘social-interactional approaches’, and I discuss their conceptual underpinnings as well as some of their research results. I then focus specifically on current research in what has become a major driving force in socially oriented research on SLA, namely conversation analysis (CA-SLA). I discuss some of the empirical evidence CA-SLA has offered for L2 learning as a socio-cognitive process bound up with the moment-to-moment unfolding of L2 speakers’ social practices. I also review its contribution to our understanding of L2 interactional competence and its development over time. I conclude by sketching avenues for future research.
  • Publication
    Accès libre
    Le développement de la compétence d'interaction : une étude sur le travail lexical
    (2012)
    Farina, Clelia
    ;
    Pochon-Berger, Evelyne 
    ;
    Pekarek Doehler, Simona 
    This paper presents an exploratory longitudinal study on how an adolescent speaker of French L2 manages word searches as part of auto-initiated other-repair. We followed Julie, a German-speaking au pair girl sojourning in a French-speaking environment, for 9 months. Based on the analysis of audio-recorded and transcribed everyday conversations, we track how Julie’s ‘methods’ for initiating word searches and calling for co-participant’s help change across the duration of her stay. Results show a shift from the use of ‘heavy’ resources that suspend the ongoing activities and focus explicitly on lexical issues towards the use of more subtle resources that maximize the progressivity of talk while still allowing the speaker to overcome lexical problems. It is argued that these changes are indicative of the development of L2 interactional competence.
  • Publication
    Accès libre
    On the contingent nature of language‐learning tasks
    (2010)
    Hellermann, John
    ;
    Pekarek Doehler, Simona 
    Using methods from conversation analysis, this paper explores ways that teacher‐designed language‐learning task interactions can vary in their performance due to the nature of face‐to‐face interaction. The analysis describes three task interactions from language‐learning classrooms, showing how the contingencies that are necessitated by learners working in small groups provide for different task performance as well as different potentials for language learning. The video‐recorded interactions come from two different classroom contexts: adult English‐language learners in the USA and adolescent learners of French in Switzerland. In each context, the learners are engaged in a directions‐giving task. Participants’ individual and group orientations to these similar teacher‐designed tasks lead to different co‐constructed performances of the task and, in each case, unique learning potentials.
  • Publication
    Accès libre
    Identification et observabilité de la compétence d'interaction: le désaccord comme microcosme actionnel
    (2009)
    Fasel Lauzon, Virginie 
    ;
    Pekarek Doehler, Simona 
    ;
    Pochon-Berger, Evelyne 
    This paper presents an investigation of disagreement sequences understood as an actional microcosm that allows us to zoom in onto the development of interactional competence. An analysis of interactional data from French L1 classrooms in French speaking Switzerland is presented, emanating from two levels of schooling (lower and upper secondary). The analysis (a) identifies a series of observables relating to interactional competence, (b) opens a window onto aspects of its development across time and (c) sheds light on the communicative cultures at work in the two school contexts.
  • Publication
    Accès libre
  • Publication
    Accès libre
    Interaction sociale et cognition située : quels modèles pour la recherche sur l’acquisition des langues ?
    (2000)
    Mondada, Lorenza
    ;
    Pekarek Doehler, Simona 
    De nombreuses conceptions de la cognition traversent les recherches sur l’acquisition des langues secondes. Si cette pluralité a l’effet positif d’en dynamiser le paysage théorique, elle pose aussi des questions cruciales de compatibilité, de complémentarité et de combinabilité entre différents modèles mobilisés dans ce champ. Nous visons dans cet article à réfléchir aux traditions intellectuelles en mesure de nous permettre de penser l’articulation entre modèles de l’interaction et modèles de la cognition, dans le but d’esquisser une conception socio-interactionnelle de la cognition pour l’étude de l’acquisition langagière., Different models of cognition serve actually as points of reference for second language research. This diversity has the positive effect of enriching the theoretical landscape, but it also raises crucial questions about the compatibility and the complementarity of the various models. This contribution aims at reflecting on the nature of a socio-interactional concept of cognition for the study of second language acquisition. Drawing from two lines of research –the sociocultural approach to mental functioning and the ethnomethodological approach to social interaction – we will argue that understanding cognition as being socially situated and distributed is particularly interesting for a socio-interactionist approach to acquisition. And we will discuss some implications of such a definition for second language research.