Female, Nonnative Perspectives on Second Language Conversation: Connecting Participation with Intercultural Sensitivity

Abstract: Although proficiency is a primary goal, the objectives of second language (L2) teaching are also to enhance learners' understanding of the nature of language and culture (National Standards, 1999). This study, based on interviews with 13 American women living in Venezuela, explores nonnatives' perspectives on factors that influence their participation in L2 conversation: familiarity with L2 conversational styles, ability to accept differences in style, and interest in topics of conversation. The participants' experiences highlight the role of individual differences and the link between language and culture. Bennett's (1993) model of intercultural sensitivity provides a framework for considering the role of culture in the development of L2 conversation skills, and these findings reinforce the value of exposing learners to factors that may affect their L2 competence. Introduction The realities of participating in second language (L2) conversation with native speakers can be challenging, even for L2 users who have spent years in the target culture. Nevertheless, the ability to employ ones language skills in real-life activities, such as carrying out a simple conversation, is a primary objective for language students and teachers (Wilkinson, 2002) and such tasks often measure the success of the language learning experience itself. Although it is well established that learners should not be forced to adopt L2 norms (Klee, 1998; Saville-Troike, 1996) and that they need to recognize the consequences of their pragmatic choices (Chick, 1996; Liddicoat, 1997), learners are not often encouraged to consider why they make the decisions they do. By applying Bennett's work in intercultural training, particularly his model of intercultural sensitivity (1993), to the development of L2 conversation skills, the present study explores female nonnatives' perspectives on the factors that influenced their participation in L2 conversation. Previous research has considered issues related to L2 conversation both outside the classroom and within instructional contexts. Wilkinson (2002) examined conversational interactions between study-abroad students and their host families. Van lier and Matsuo (2000) explored the relationship between a nonnative speaker's performance and her interlocutors' proficiency levels, and Liddicoat (1997) looked at the role of culture in everyday conversation. Other studies have focused on the classroom: designing the conversation course (Wilkinson, 2001) and teaching conversational patterns (Crozet, 1996), or devices such as gambits (Taylor, 2002) and communication strategies (Dornyei, 1995). The notions of identity (LoCastro, 2001; Siegal, 1996) and investment (Peirce, 1995) also play a role in the development of L2 conversation skills. Conversation is a forum for socialization and interaction with members of the target culture. As such, the consequences of misunderstanding or misinterpretation are particularly serious in this context, a setting in which participants often assume that others share their conversational norms. In fact, Wieland (1990) and Berry (1994) reported that differences in conversational style between members of distinct cultural groups can be perceived negatively, can lead to false conclusions, and can result in stereotyping. Finally, the importance of conversation is confirmed by learners, many of whom formally study an L2 to achieve communicative goals. For instance, in a survey of 525 language students, Alalou (2001) reported "high percentages of students who valued speaking and listening skills" (p. 458). When asked what courses they were interested in taking, the majority of these learners, studying German, Spanish, and French, ranked conversation courses the highest. The present study explores nonnative perspectives on L2 conversation through the observations of 13 American women (L2 users of Spanish) living in Venezuela. These participants identified factors that influenced their ability to successfully participate in conversation with native speakers. …