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Interactive alignment between bilingual interlocutors: Evidence from two information-exchange tasks*



This study investigated the occurrence of interactive alignment between bilingual interlocutors communicating in a shared second language (L2). Thirty university-level students from various language backgrounds completed two information-exchange tasks in L2 English. Excerpts from the beginning and end of the interactions were presented to ten native-speaking listeners who rated each interlocutor individually and both interlocutors as a team for speech and personality variables, including degree of alignment. Results revealed interactive alignment which encompassed different aspects of interlocutors’ speech and personality characteristics in each task. Theoretical and practical implications for alignment as a sociocognitive phenomenon in lingua franca contexts are discussed.


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Address for correspondence: Pavel Trofimovich, Concordia University, 1455 de Maisonneuve Blvd. W., Montreal, Quebec, Canada H3G 1M8


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This research was made possible through grants from Social Sciences and Humanities Research Council of Canada and Fonds québécois de la recherche sur la société et la culture. We are grateful to Vanessa Copeland, Jennifer Foote, Luke Ptak, Carla Pastorino, Ricole Lui, and Michelle Lee for their help with data collection and analyses. We also thank anonymous BLC reviewers for their helpful input and feedback on the content of this manuscript.



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