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摘要：This study investigated how synchronous computer-mediated communication (SCMC) and face-to-face (F2F) oral interaction influence the way in which learners collaborate in language learning and how they solve their communicative problems. The findings suggest that output modality may affect how learners produce language, attend to linguistic forms, and solve communicative problems. In particular, the use of collaborative processes to construct utterances was more prevalent in F2F interaction than in SCMC. Moreover, learners engaged in activities and produced language differently depending on output modalities, which differed in terms of the physical, social, and interactional contexts that they created and the way in which they influenced learners' communication strategies. The findings indicate that SCMC should be used selectively according to the pedagogical purpose. Adapted from the source document

摘要：This study provides an empirically based contribution to the growing body of research using conversation analysis as a methodical tool for analysing functions of action types through interaction in L2 classroom settings. Using data from various L2 classrooms in ESL and EFL contexts, it is argued that the role of repeats differ depending on the pedagogical focus of the interaction, specifically between meaning-and-fluency contexts and form-and-accuracy contexts (Seedhouse, 2004). Repeats in meaning and fluency contexts are used to invoke an account of a previous response by a student without overtly displaying it as problematic in any way; whereby in form-and-accuracy contexts, third-turn repeats confirm the response as being a correct one by sustaining an orientation to the instructional activity that the participants are engaged in. It is suggested that in classes in which the goal is to help students produce language that is authentic and resembles real-time interaction, repeats in the third turn may provide an effective tool for facilitating talk. Adapted from the source document

摘要：To contribute to a range of issues surrounding the dynamic and interactive nature of language classroom talk-in-interaction, this study examines dynamic origins and functions of multiple responses to teachers initiations, which can be considered as an intrinsic type of pedagogical interaction in ESL and EFL classroom talk, and probes how such classroom interaction provides an opportunity for learners to share participation and collaboratively achieve a local learning objective. To interpret and analyse the multiple response appropriately, this study uses tools of conversation analysis. Adapted from the source document

摘要：The goal of this article is to further our understanding of how learning opportunities are created in interactions. Based on a conversation analysis of peer interactions of foreign language learners, we investigate how the negotiation of expert positions among these learners affects this process. The focus of the analysis is on the relationship between the conversation analytic notion of "doing-being-an-expert" and learning in the context of word searches. We challenge the fixed notions of expert and novice and highlight the roles of interpersonal context, tools, and positioning in the negotiation of expertise. Drawing on the socio-interactionist notion of situating learning in interaction, we argue that there is a link between the negotiation of expert positions and opportunities for learning. Adapted from the source document

摘要：This paper examines the use of CMC in both Japanese and English dominated domains by Australian learners of Japanese. The natural, social online communication of 12 Australian university students with 18 of their Japanese contacts was collected for a period of up to four years, resulting in a corpus of approximately 2,000 instances of blogs, e-mails, SNS interactions, chat conversations, game profiles, and mobile phone communications. To supplement this data, interviews were conducted to further explore participants' Internet communication and L2 use. These interviews, paired with evidence from the corpus of collected data, are analysed using Sealey and Carter's (2004) social realism framework in order to explore questions of language selection, identity construction and nationality, as well as what it means to be a foreigner online. Adapted from the source document

摘要：This article aims at validating a coding scheme designed to investigate the precursors of academic language occurring in early caretaker-child interactions. Exposure to the academic dimensions of language is an important asset for children to be successful in academic settings. The proposed analytical framework, based on systemic functional linguistics and usage-based theories and informed by research on the language of school, is useful for assessing caretaker-child interaction in different languages at home and in schools. The coding scheme is validated by providing interactional data of 15 Turkish mother-child dyads. A large variation was found in the extent to which academic language features are present in the input, partly related to the socioeconomic status and literacy levels of the mothers. A book reading setting fosters the academic level of maternal input.

摘要：The purpose of this research is to identify and interpret statistically significant lexicogrammatical items that are used in on-site spoken communication in the international construction industry, initially through comparisons with reference corpora of everyday spoken and business language. Several data sources, including audio and video recordings, interviews, expert informant insights and observation notes are operationalised to understand the context that the lexicogrammatical items reflexively constitute, for instance the discursive practices the engineers invoke in their working day. As in other workplaces, several types of interpersonal items are statistically significant when compared to everyday talk, such as deontic modality, hedges and fillers, certain back channels and the pronoun we. Also, place deixis is statistically significant in this specific context, and is often accompanied by nonverbal communication and visual images. These findings shed light on the way power and solidarity are negotiated in this context, and on the importance of face. In conclusion, the authors recommend training for inexperienced engineers and engineering students that develops their problem-solving, relationship-building and communication skills. [Copyright The American University; published by Elsevier Ltd.]

摘要：Socio-pragmatic skills have been identified as important components of communicative competence in the workplace, yet relatively few studies have undertaken an evaluation of the effects of classroom-based support in developing both cognitive control and social competence in these areas of language proficiency. This paper reports on a collaborative study that tracks the development of skilled migrants' socio-pragmatic performance over a period of 12 weeks, from their entry into the classroom, through six weeks of instruction and then into the workplace context. Using a detailed case study, this paper examines the effects of conscious learning, as well as opportunities for social interaction, in the acquisition of appropriate ways of negotiating workplace requests. Adapted from the source document

摘要：Workplace culture and organization are evolving as they adapt to globalization and rapid technological development. Likewise, the nature and role of workplace language and the literacy demands of work are changing in the face of increasingly multicultural workplaces and global communication networks. Among these changes, recent research has highlighted the role that informal modes of interpersonal communication play in the functioning of the modern workplace. Successful participation in such interactions is seen as not just a question of fitting in socially, but of doing work through talk. Ethnographic research in the workplace has stressed the importance of understanding language by viewing it within its social setting and understanding the interactional norms of particular communities of practice. Research into language programs for the workplace reflects this shift in emphasis. In contrast to research in the field of language for specific purposes on the specialized vocabulary and formal registers of particular professions, a growing body of research focuses on teaching and learning the language of routine workplace interactions. This article reviews current research into the nature of workplace language, noting in particular the contributions from ethnographic and language socialization research. It then discusses research into four aspects of the content of language programs for the workplace: employability skills, interpersonal communication, intercultural and critical language awareness, and teaching focused on the employment interview. Adapted from the source document

摘要：The construct of anxiety is often believed to be the affective factor with the greatest potential to pervasively affect the learning process (Horwitz, 2001), and recent research has demonstrated that anxiety can mediate whether learners are able to notice feedback and subsequently produce output (Sheen, 2008). In order to reduce the negative effects of anxiety, researchers have suggested that computer-based interaction may be an ideal medium for communication and practice (Kern, 1995), although this hypothesis has yet to be tested empirically. The current study addresses this gap by comparing the effect of computer-mediated communication (CMC) vs. face-to-face communication (FTF) on learners' state anxiety. Twenty-five learners of intermediate Spanish completed two information-gap tasks with their teacher in a within-subject, counterbalanced design. Learners' state anxiety was measured halfway through and following each task via a state anxiety questionnaire, and a task preference questionnaire was administered after the treatment. Results demonstrate that - contrary to expectations - reported state anxiety was not significantly lower in the CMC mode than the FTF mode. In fact, learners' reported state anxiety was comparable across modality. The use and implications of both interactional modes for foreign language learning contexts are discussed, as are students' perceptions of interaction in the CMC and FTF modes. [Reprinted by permission of Sage Publications Ltd., copyright holder.]

摘要：This study examines the development of interactional competence (Hall, 1993, 1995) by English-speaking learners of Japanese as a foreign language (JFL) in a study abroad setting, as indexed by their use of the interactionally significant particle "ne." The analysis is based on a comparison of (a) 6 sets of conversations between JFL learners and native Japanese peers during the first week of the study abroad program, and (b) 6 sets of conversations between the same pairs of speakers during the fifth week of the program. Although there is great variability in efficiency of interactional competence acquisition among JFL cohorts, JFL learners on the whole seem to have enhanced their interactional competence by using more "ne" alignments. This study supports the argument that a study abroad program provides a valuable developmental experience that can accelerate JFL learners' acquisition of interactional competence. Adapted from the source document

摘要：This study examines the nature of small-group discussion and explores how it fosters oral academic discourse socialization in a TESOL postgraduate course. The participants included four native-English speaking and six non-native English Speaking postgraduate students at a state university in the U.S. The findings revealed that small-group discussions provided a context in which students were gradually socialized into the discipline-specific discourse and the practices of an ESL/EFL professional. The feature of discourse socialization in small-group discussion was expressed through the participants' identity-construction, critical thinking, and making intertextual connections. Both NES and NNES participants, experienced and inexperienced alike, were able to draw on their unique perspectives and expertise to solve the problems presented in discussion prompts. Pedagogical implications on incorporating small-group discussions to facilitate oral academic discourse socialization are also discussed. [Copyright Elsevier Ltd.]

摘要：This study analyses question-answer (QA) sequences in second language tutorial interaction. Using conversation analysis methodology as an analytical tool, the study demonstrates how the act of questioning is a dominant form of interaction in tutoring discourse. The doing of questioning is accomplished through a myriad of forms other than interrogative questions, such as declaratively formatted utterances, and-prefacing, b-event questions, and embodied practices. QA sequences are fundamentally remedial in nature in that they revolve around tutees' linguistic needs. In this regard, questions that do not address tutees' linguistic needs are framed as being somewhat disjunctive or 'out of order'. Through the fine-grained analysis of the QA sequences in four videotaped tutoring sessions, this study contributes to the line of scholarship that seeks to demonstrate how the investigation of questions as interactional products has a bearing on our understanding of the connection between grammar and social organization. Adapted from the source document

摘要：This article examines the issue of using authentic speech data in an experimental research paradigm. We report exploratory studies to replicate a seminal investigation of listeners' abilities to predict sentence completion in constructed read-aloud data. Our initial intention was to see whether the same gating instrument used on authentic talk from interactive settings would produce similar results. In the research 'journey' to find natural speech data and match experimental procedures, we came to ask whether the requirements of the laboratory to isolate and decontextualize talk facilitate findings that will truly illuminate interactive talk in natural settings. We suggest that the experimental paradigm struggles to engage with the multi-faceted interpretive tasks which participants engage with in actual talk. Our small-scale studies offer two key conclusions for further work: that a feature of unfolding talk derived under experimental conditions may be strongly predictive, but may only be so under these conditions; that it should not be assumed that the experimental approach can yet do justice to a basic feature of spoken discourse: interactional negotiation over utterance completion. Adapted from the source document

摘要：The purpose of this article is to analyse interaction in academic weblogs, focusing on discursive features that provide cues as to the participants' interpersonal behaviour. The data for this study consisted of postings and their corresponding comments taken from 11 academic weblogs. The analysis of the corpus allowed us to work out a framework of different categories of discursive indicators of social and antisocial behaviour. Following Rourke et al. (1999), the indicators of social behaviour were categorized into the following types: (i) affectivity, (ii) cohesiveness, and (iii) interactivity. The indicators of antisocial behaviour were classified into three groups: (i) negative socioemotional behaviour, (ii) group exclusion, and (iii) confrontational interaction. The study shows that bloggers and weblog readers use a great variety of discursive strategies aimed at constructing and sustaining affective and solidarity relations in the community and creating an identity for themselves as competent members of the disciplinary community. Adapted from the source document

摘要：Willingness to communicate (WTC) can be conceptualized as changing from moment to moment, as opportunities for second-language communication arise. In this study we present an idiodynamic methodology for studying rapid changes in WTC. The methodology consists of recording responses from six young adult, female speakers to second-language communication tasks, their self-ratings of changes in WTC during those tasks, and reporting of their experience and attributions for fluctuations in WTC. The role of stable personal characteristics of the speakers is taken into account, as are observations made by an observer during the respondents' speech. Conceptualizing WTC as a dynamic system allows for an examination of the variation in WTC over time. The results show both consistency and variation in WTC even among a relatively homogeneous sample of speakers. Searching memory for vocabulary was identified as a key process affecting WTC, though it is argued that other factors (including language anxiety) are also operating to affect WTC. After concluding that WTC can be seen as a dynamic system, limitations of the methodology and future research directions are discussed. Adapted from the source document

摘要：This study draws on a narrative constructionist framework to examine the active representation of self and experience in second language (L2) ethnographic interviews and autobiographic narratives of immigrant experience. Analysis centers on two versions of a complaint narrative of institutional mistreatment told 2 years apart by a man who immigrated to Canada. Special attention is given to the collaborative work he and the interviewer engage in to story experience in ways that are sensitive to the interpretation of talk and matters of rationality, morality, truth, and consistency of represented characters, events, and actions. Despite similarities between the versions, the narrative teller uses them for different ends. In one version, specific events push him to anger and to goal-oriented action. In the other, this narrative is made to represent a more general position on the irrational conduct of people and his justifiable anger. Findings also suggest the usefulness of treating interviews and narratives not as one-off (Le. single or isolated) tellings, but as one in a series (whether in a single setting or across time). Adapted from the source document