Communicative competence in second language acquisition: Noticing and choosing to perform positive evaluation speech acts

This investigation explores the role of individual awareness and choice in the acquisition of second language communicative competence. The research focuses on what a learner notices concerning culturally appropriate language use through participating in social interactions. New modes of appropriateness may conflict with previously held values, presenting the learner with a choice between norms. These conflicting norms are not always noticed by learners. The data are videotaped native speaker/non-native speaker conversations and interviews collected from students in the University of Pennsylvania Conversation Partners Program. The results indicate that culturally appropriate performance of expected speech acts is more important for effective social interaction than accurate grammar. Additionally, communication breakdown can result from not having cultural expectations met, and yet the participants in the breakdown may remain unaware of both the expectations as well as the cause of the breakdown. However, an individual can be taught to notice culturally appropriate speech acts through formal instruction. Teachers can coach their students to notice language use and to read the subtle feedback they receive from native speakers