Turn-Taking in Second Language Acquisition

Introduction

This volume investigates to what extent second language learners of English anticipate the end of a speaker's turn during turn-taking and what role prosodic cues play in this process.

Methodology

Drawing on two reaction-time experiments that partially replicate earlier turn-taking studies, it compares native speakers with learners of English at different PT-defined developmental stages.

Focus

In particular, it examines whether beginning and advanced learners rely on prosodic cues in ways comparable to native speakers across different English question types.

Findings

The findings show that prosody facilitates turn-end prediction in L2 learners, but that its contribution varies by question type and developmental proficiency.

Implications

By integrating turn-taking research with Processability Theory, the volume advances current debates on predictive comprehension, prosody, and interaction in SLA.

Audience

It will be of interest to scholars and graduate students in second language acquisition, psycholinguistics, discourse and interaction, and speech prosody.