In this presentation, we present preliminary results from a longitudinal study exploring the use of epistemic constructions in L2 Norwegian. By combining perspectives from Dynamic Systems Theory and sociocultural approaches to language, the study focuses on variability in individual learner trajectories as key to development and ability to perform agency.
Usage-based theories hold that language development is dynamic, emergent, adaptive, variable and non-linear (Beckner et al. 2009). In the present study we combine Dynamic Systems Theory (Verspoor et al., 2011) and perspectives from sociocultural approaches to language learning in order to investigate variability in two Norwegian L2 learners’ use of epistemic constructions as one of «the basic linguistic resources for constructing/realizing social acts and social identities» (Ochs, 1996, p. 420). The presentation reports preliminary results from an on-going longitudinal study of seven adult learners of Norwegian on their way towards achieving B2-level certification, by zooming in on two learners’ use of constructions expressing epistemicity in oral interactional data. The data were collected regularly over the course of six months (8-9 data points). In Norwegian, several constructions may indicate epistemic stance such as subjective expressions initialized by Jeg tror/jeg vet [I think/I know]; modal verb-constructions; det er [it/that is] + adjective; and by specific adverbs and particles. Aligning with the methods of DST, the data were subject to a type-token analysis in order to uncover individual variation and developmental trajectories. Subsequently, the data were explored qualitatively to understand how epistemic constructions were used in performing agency (Ahearn, 2001) in interaction. The data analyses uncover substantial intra-and inter-individual variation across categories over time, thus underscoring the need for longitudinal case studies (Lowie & Verspoor, 2019). For both learners, target like and idiosyncratic constructions appear and disappear throughout the data collection period, yet their individual developmental trajectories reveal substantial differences. Expressions signalizing subjectivity (I think, I know) undergo considerable change and growth, indicating increased schematicity (Tomasello, 2003), whereas other constructions settle into attractor states and remain formulaic. Finally, we argue that increased variability resulting in complexity, and heightened token frequency of formulaic sequences both contribute to growing ability to perform agency in interaction.
