Appraisal resource alignment in the iterative audiovisual-based speaking continuation tasks

Abstract Iterative audiovisual-based speaking continuation (ABSC) tasks involve multiple rounds of video-watching and speaking on a consistent topic, providing learners with opportunities to encounter varied vocabulary and contextualized usage. The appraisal system ( Martin & White, 2005 ) serves as an important language resource to express attitudes and mediate interpersonal relations. This study examined the alignment effects of ABSC tasks on appraisal resources by a Chinese EFL learner engaged in 33 rounds of ABSC tasks across 10 topics. Findings revealed that the EFL learner’s appraisal resources showed significant differences from the video inputs, mainly in the attitude and heteroglossic systems, indicating difficulties in effectively aligning with these resources during the tasks. Throughout the longitudinal completion of multi-turn ABSC tasks, the EFL learner presented a fluctuating process of appraisal resource alignment, with limited alignment in early and middle phases and increased alignment in the later phase, reflecting the complex and developmental nature of appraisal resource alignment in continuation tasks. Notably, multiple methods were used in this process to facilitate such alignment, including video re-watching, self-motivation, and goal-setting. The pedagogical implications of integrating ABSC tasks to optimize appraisal resource utilization are also discussed.