Marta Gonzalez-Lloret

Reconstructing NS/NNS communication

Introduction

Reconstructing ns/nns communication. Reconstruct NS/NNS communication by analyzing miscommunication repair, negotiation, and interaction. Vital for Second Language Learning, using conversation analysis.

Abstract

The study of miscommunication between native speakers (NS) and non-native speakers (NNS) is a recent one, derived mainly from the literature on miscommunication between native speakers, borrowing its terminology and paradigms. Most of the studies focus mainly either on the source of miscommunication or trouble source, or on how the repair process begins, that is who initiates the repair (either the speaker -self-repair initiation- or the listener -other-initiated repair). This study considers two other important steps in a case of miscommunication: the negotiation/repair and the re-establishment of communication. That is, who collaborates in the repair of the miscommunication and how the interaction is reconstructed. A better understanding of the reinstatement process is an essential step for Second Language Learning since sociolinguistic interaction is a vital part of communication. This paper presents eight interactions. Seven of them service encounters, between NS and NNS from a Conversation Analysis (CA) perspective, focusing on what type of misunderstanding or non-understanding occurs, who initiates the repair and how, who actually repairs the miscommunication and how, and how participants continue constructing the interaction after it is repaired. ?Much learning does not teach understanding? Heraclitus (540BC-480BC)

Review

This paper proposes a timely and significant expansion to the existing literature on NS/NNS miscommunication, moving beyond the predominant focus on miscommunication sources and repair initiation. By explicitly incorporating the often-overlooked stages of negotiation, collaborative repair, and the subsequent re-establishment of communication, the study promises a more holistic understanding of how interaction is not merely disrupted but actively reconstructed. The proposed investigation into *who collaborates* in the repair process and *how interaction is rebuilt* addresses a critical gap, offering valuable insights into the dynamic and co-constructed nature of interlanguage communication. A notable strength of this research lies in its commitment to dissecting the full trajectory of miscommunication and its resolution. The emphasis on "reinstatement" is particularly crucial for Second Language Learning, as it directly examines the practical application of sociolinguistic interaction in overcoming communicative breakdowns. Utilizing Conversation Analysis (CA) as its methodological framework, and drawing from real-world service encounters, the study is well-positioned to provide fine-grained, empirical insights into the nuances of misunderstanding and non-understanding. The detailed investigative questions—covering the type of misunderstanding, initiation of repair, actual repair mechanism, and subsequent interactional construction—indicate a thorough and rigorous analytical approach that promises rich findings. While the abstract outlines a compelling agenda, the full paper could potentially elaborate on the precise criteria for identifying "re-establishment" or "reconstruction" of communication, especially in cases where resolution might be partial or negotiated over several turns. Given the specific context of service encounters and the proposed sample size of eight interactions, the study will likely offer profound qualitative depth characteristic of CA. It would be beneficial for the discussion to explicitly bridge these detailed findings back to the broader implications for Second Language pedagogy and curriculum design, moving beyond the general statement of its importance for SLL. Overall, this paper presents a highly relevant and meticulously planned investigation that will undoubtedly contribute significantly to our understanding of communication breakdown and repair in NS/NNS interactions.

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