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Amy, Megan, and Amman

1. Purpose: 1. The study was designed to arrive at a description of the ways in which nonnative speakers assess, plan, and execute utterances (two apologies, two complaints, and two requests) (cf. Bachman, 1990).
2. A second interest was in exploring the sources for positive and negative transfer of forms from native to target language by attempting to describe precisely when the thinking was taking place in one or the other language (Cohen & Olshtain, 1993, p. 33). 3. Another purpose of the study was to examine ways that verbal reports  could be used as a research methodology for collecting thought processes during oral elicitation situations.
Rationale: The decision to investigate thought processes during complex speech acts was based on the assumption that such sociolinguistic tasks would be potentially demanding speaking tasks and thus a rich source of data (Cohen & Olshtain, 1993, p. 35).

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Statement of the Problem (Amy, Megan, and Amman)

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Statement of the Problem (Amy, Megan, and Amman)

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Problem Statement: There is also some information concerning the extent to which nonnative speakers at varying proficiency levels will approximate native norms for some of these speech acts. What is still lacking are detailed descriptions of the processes involved in the production of these speech act utterances by nonnative speakers.

The current study set out to investigate more fully the processes whereby nonnative speakers produce speech acts in an elicited roleplay situation.

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Literature Review (Amy, Megan, and Amman)

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Literature Review (Amy, Megan, and Amman)

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-Literature on communication strategies

-Literature on speech act strategies performed by native and non-native speaker.

-Description of realization of eight speech act strategies in variety of situations. (Blum-Kulka, House- Edmondson, & Kasper 1989; Cohen & Olshtain, 1985; Cohen, Olshtain, & Rosenstein 1986; Hatch, 1992; Olshtain & Cohen, 1983, 1989,
1990; Wolfson, 1989))

- "compensatory" strategies(to compensate or remediate for a lack in some language area-and largely on lexical retrieval strategies (Faerch & Kasper, 1983; Kellerman; 1991; Paribakht, 1985; Poulisse, 1989; Tarone, 1983)

-One of the first studies of speech act production strategies using verbal reports was conducted in Brazil by Motti (1987)

-study of speech act production using verbal reports in six refusal situations, Robinson (1991) (Cohen & Olshtain, 1993, p. 33-36).

-Bachman's model of speech form

-Seliger model - planner and the corrector

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Research Questions: Main and Sub-questions 

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Research Questions: Main and Sub-questions 

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Amy, Megan, and Amman

1. To what extent do respondents assess and plan their utterances, and what is the nature of this assessment and planning?
2. What is the language of thought used in assessing, planning, and executing utterances?

(subquestions)
3. What are the processes involved in the search, retrieval, and selection of language forms?
4. What is the extent of attention to grammar and pronunciation in the production of speech act utterances?

(Cohen & Olshtain, 1993, p. 36).

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Marwa and Raymond

This small-scale exploratory study had 15 advanced EFL learners as participants, 11 native speakers of Hebrew, 4 near native speakers of Hebrew, who were native speakers of French, Portugues, Spanish, and Arabic, respectively. Ten were females, 5 males. and their average age was 24. They were also undergraduates at the time of the study.

Subjects were asked to fill out a short background questionnaire and given six speech act situations (two apologies, two complaints, and two requests) in which they were to role play along with a native speaker.

Interactions were video-taped, and after each set of two situations of the same type, the tape was played back, and the respondents were asked in Hebrew by native-Hebrew-speaking investigator both fixed and probing questions regarding the factors contributing to the production of their response to that situation.

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Paradigm and Design & Theoretical Framework

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Paradigm and Design & Theoretical Framework

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Marwa and Raymond
Paradigm and Design: This study used a verbal protocol design

Theoretical Framework: This study was based on a socio-linguistic theoretical framework using speech act production, drawing on Bachman's (1990) model of process- assessment and planning and Seliger's (1980) model of planning and correcting.

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Michelle, Virginia, and Danielle

Retrospective Verbal Report Protocols includes:
Transcribed data from video and response from interviews

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Michelle, Virginia, and Danielle

Findings were reported by research questions:

1) 49% of students made an assessment and 30% planned and 21% didn't plan or assess
2) When conversation had a power dynamic they were more likely to plan
3) Three common patterns - 1) planning in English and responding in English (21 instances)  2) Planning in Hebrew and translating to English (17 instances) and 3) Planning in English to Hebrew to English (16 instances).
4) Utilized a series of different strategies in search, retrieval, and selection of language forms
5) Did not attend much to grammar and punctuation

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Michelle, Virginia, and Danielle

1) Learners may have a more difficult time in producing complex speech forms than teachers believe
2) Some learners may not be adequately aware of what is involved in complex speech behavior
3) Teachers need to be aware that not all speaking tasks are created equal - that there are tasks which make far greater demands on learners than do others.

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Michelle, Virginia, and Danielle

Sampling concerns
Scenarios were semi-ethnographic
Concerns with distinguishing between language proficiency or their situational adeptness
Order of the situations may have had an effect on their response
Participants didn't have a chance to opt out of the speech act.
Detailed analysis of some validity concerns