In:Turn-Taking in Second Language Acquisition: The role of prosody in turn-end prediction
Emilia Nottbeck
[Processability Approaches to Language Acquisition Research & Teaching 10] 2026
► pp. v–vii
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Table of contents
List of abbreviations
List of figures
List of tables
Chapter 1.Introduction
1.1Prediction in turn-taking and the unresolved role of prosody
1.2The L2 gap: Predictive turn-taking in an L2
1.3Unresolved issues
1.4Aims and guiding questions of the volume
1.5The significance of this volume
1.6The structural outline
Chapter 2.Theory
2.1Turn-taking
2.1.1Standard Linguistic Model
2.1.2Protoconversation
2.1.3Universals
2.1.4Psycholinguistic puzzle
2.1.5Prediction in comprehension
2.1.6Turn-taking in SLA
2.2Second Language Acquisition
2.2.1Sketch of processability theory
2.2.2English questions
2.2.3Prosody
2.3Interim summary
Chapter 3.The study
3.1Outline of the experiment
3.2Methodological considerations
3.2.1Conducting reaction time experiments
3.2.2Identifying participants
3.3Participants and procedure
3.3.1Participants
3.3.2Procedure
3.4Stimulus design
3.4.1Replication 1: De Ruiter et al.’s
(2006) study
3.4.2Replication 2: Bögels and Torreira’s
(2015) study
3.5Data analysis
3.5.1Dealing with outliers
3.5.2Statistical analysis
3.6Interim summary
Chapter 4.Results and analysis
4.1Replication 1
4.1.1Hypotheses
4.1.2Results: General group comparison
4.1.3Results: WH/DO questions group comparison
4.1.4Results: SVO questions group comparison
4.1.5Results: Native speakers
4.1.6Results: Advanced learners
4.1.7Results: Beginning learners
4.2Replication 2
4.2.1Hypotheses
4.2.2Results: General group comparison
4.2.3Results: WH/DO questions group comparison
4.2.4Results: SVO questions group comparison
4.2.4Results: Native speakers
4.2.6Results: Advanced learners
4.1.7Results: Beginning learners
4.3Interim summary
4.3.1Replication 1
4.3.2Replication 2
Chapter 5.Discussion
5.1General implications of the results for turn-taking in an L2
5.1.1Differences in language processing during turn-taking
5.1.2Differences in prediction mechanisms
5.2RQ 1: The role of prosody in L2 turn-end prediction
5.2.1General considerations
5.2.2Connection to turn-taking models
5.2.3Some thoughts on statistical significance
5.3RQ 2: Differences between question types
5.3.1Discrepancy between WH/DO and SVO questions
in beginning learners
in beginning learners
5.3.2Original vs. manipulated SVO questions (Replication 1)
5.4RQ 3: Development of L2 turn-taking skills
5.4.1Preliminary considerations: Role of the L1
5.4.2Interface between morpho-syntax, prosody and turn-taking
in L2 acquisition
in L2 acquisition
5.5Alternative explanation to RQ2: Investigating speed-up processes
5.5.1Rationale: Automaticity in SLA
5.5.2Procedure and results
Chapter 6.Conclusion
6.1Summary of overall findings in relation to the research
questions and aims
questions and aims
6.2Contribution of the findings to turn-taking and SLA research
6.3Limitations and future research
Chapter 7.References
Appendixes
Appendix A.Questionnaire for stimulus design
Appendix B.Exemplary material for communicative tasks
Appendix C.Example interviews with beginning learners
(a)Example transcript of a stage 2 learner
(b)Example transcript of a stage 3 learner
(c)Example transcript of a stage 4 learner
Appendix D.Example interview with advanced learner
