Being a Non-expert in L2 English: Constructing Egalitarianism in Group Preparation Work

Being a Non-expert in L2 English: Constructing Egalitarianism in Group Preparation Work

Eric HAUSER

ÖZET
Analyses are presented of interactional excerpts containing three methods through which Japanese university students preparing for a group presentation in a required English class take an epistemic stance of uncertainty towards their own displayed knowledge of their second language (L2) English. These three methods consist of 1) producing a candidate item as uncertain, 2) casting doubt on something just said by self, and 3) overtly claiming lack of knowledge. Epistemic stance can be understood as consisting of different dimensions, with a stance of uncertainty related specifically to the dimension of epistemic access. Analyses are also presented of how other students respond or do not respond to such a stance. Through this kind of stance-taking and responses and non-responses, the students do being non-experts in their L2 without making relevant possible asymmetries in expertise. That is, by doing being non-experts among non-experts, the students construct an epistemically symmetrical, egalitarian relationship within their group.

ABSTRACT
Analyses are presented of interactional excerpts containing three methods through which Japanese university students preparing for a group presentation in a required English class take an epistemic stance of uncertainty towards their own displayed knowledge of their second language (L2) English. These three methods consist of 1) producing a candidate item as uncertain, 2) casting doubt on something just said by self, and 3) overtly claiming lack of knowledge. Epistemic stance can be understood as consisting of different dimensions, with a stance of uncertainty related specifically to the dimension of epistemic access. Analyses are also presented of how other students respond or do not respond to such a stance. Through this kind of stance-taking and responses and non-responses, the students do being non-experts in their L2 without making relevant possible asymmetries in expertise. That is, by doing being non-experts among non-experts, the students construct an epistemically symmetrical, egalitarian relationship within their group.

ANAHTAR KELİMELER: classroom discourse; conversation analysis; epistemic access; epistemic stance; peer-group interaction

KEYWORDS: classroom discourse; conversation analysis; epistemic access; epistemic stance; peer-group interaction

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