- Park, Y. (2014). The roles of third-turn repeats in two L2 classroom interactional contexts. Applied Linguistics, 35, 145-167.
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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
关键词:applied linguistics, English as a second/foreign language instruction, Classroom Communication, English as a Second Language Instruction, Learning Environment, Interpersonal Communication, Conversation Analysis
- Ko, S. (2014). The nature of multiple responses to teachers' questions. Applied Linguistics, 35, 48-62.
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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
关键词:applied linguistics, English as a second/foreign language instruction, English as a Second Language Learning, Classroom Communication, English as a Second Language Instruction, Second Language Teachers, Conversation Analysis, Interpersonal Communication
- Sandhu, P. (2014). The interactional and narrative construction of normative and resistant discourses about Hindi and English. Applied Linguistics, 35, 29-47.
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摘要:This article is part of a study that examined the narratives of 19 Indian women about the impact of Hindi or English medium education on their lives. In the current article, an interview segment containing a hypothetical narrative recounted by one of these participants, Aditi, is analysed. The analysis uses conversation analysis (CA) tools to reveal the presence of conflicting Discourses regarding the value attached to English speakers by the two interactants. One of these leads to significant trouble in the talk that is attended to by Aditi through recounting a hypothetical narrative to justify her perspective. The study shows how the two planes of the narrative-the narrated world and the interactional narrating plane-are used by Aditi to critique hegemonic Discourses about English speakers. A CA-based sequential analysis reveals the embedding of the narrative in its local interactional setting while also displaying that the act of narration can be a site for the enactment of resistance to societal Discourses. Adapted from the source document
关键词:applied linguistics, bilingualism, multilingualism, bilingual education, Narratives, English, Hindi, Conversation Analysis, Interviews, Females, Language of Instruction, Language Use
- Merran Toerien. (2013). Using Conversation Analysis to Study Gender:An alternative to the ‘gender-differences’ paradigm. 外国语, 36(05), 2-18.
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摘要:
Research on gender and language has typically been underpinned by the premise that women and men are essentially different,and that these differences are evident in how they talk.In this paper,I introduce—and argue in favour of—the conversation analytic(CA)approach to gender as an alternative to a ...
关键词:gender, language, conversation analysis, gender-differences research
- JohnHeritage,2013,Language and Social Institutions: The Conversation Analytic View[J],《外国语》(04):2-27。
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摘要:This paper considers some of the main lines of development in the application of conversation analysis(CA)to interactions in work settings such as medicine,education,law enforcement,courts,mass media etc.The paper describes some basic differences between ordinary conversational interaction and work--based institutional talk,that center on the range of language practices deployed in the two types of environment,and the forms of social change to which each is subject.Subsequently,six basic dimensions of organization are identified as sites of research on institutional talk:(1)Turn-taking organization;(2)Overall structural organization of the interaction;(3)Sequence organization;(4)Turn design;(5)Lexical choice;(6)Epistemic and other forms of asymmetry.Finally research on the causes of change in institutional language practices,and on the consequences of language practices for the outcomes of interactions is described.
关键词:institutional interaction, social context, conversation analysis, social role
- Paul,Drew.,2013,Conversation Analysis and Social Action[J],《外国语》,36(3):2-19。
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摘要:Conversation analysis(CA) has come to be regarded as focusing primarily on turn-taking,on the way speakers design,hold and extend their turns at talk;how they select next speakers;how others know when it is their turn to speak;how orderly transition from one turn to the next is managed and how turns collide.The argument in this paper is that this research focus is waning,and that in its place a new direction is emerging(or perhaps reemerging) -the investigation of how social actions are conducted through language.This research direction connects with an area that is quite familiar in linguistic pragmatics,that of speech act analysis(Austin,Searle).But CA's approach is quite distinctive,exploring as it does the systematic basis for the selection of one from among the alternative constructions or formats for doing certain actions.This is illustrated through recent studies of offering and requesting,with some further observations of negatively formatted interrogatives used to make proposals.These studies show that speakers select between the alternative available forms on the basis of the sequential position in which the speaker is conducting that action.
关键词:conversation analysis, action, speech acts, offers, requests, turn-taking
- Bowles, Hugo. (2012). Analyzing languages for specific purposes discourse. The Modern Language Journal, 96(Supplement 1), 43-58.
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摘要:In the last 20 years, technological advancement and increased multidisciplinarity has expanded the range of data regarded as within the scope of languages for specific purposes (LSP) research and the means by which they can be analyzed. As a result, the analytical work of LSP researchers has developed from a narrow focus on specialist terminology coupled with generic discourse analysis to a wide-ranging set of perspectives involving multiple methods and databases. This article aims to explore this 20-year expansion process by examining the development of the domains of LSP research in which certain methods have been particularly productive and by providing an outline of how each method has been applied within LSP research. Among the areas examined are lexical and register analysis, genre analysis, conversation analysis, ethnography, and multimethod approaches. It is argued that developments in LSP analysis have generally been in the direction of greater contextualization of discourse, moving away from a concentration on lexicogrammatical features of text to include analysis of spoken and written discourses of specific domains. The article concludes with some comments on the needs, priorities, and challenges for future research in the analysis of LSP. Adapted from the source document
关键词:applied linguistics, language for special purposes, Language for Special Purposes, Research Design, Genre Analysis, Discourse Analysis, Conversation Analysis
- Mori, Junko. (2012). Tale of two tales: Locally produced accounts and memberships during research interviews with a multilingual speaker. The Modern Language Journal, 96, 489-506.
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摘要:A growing number of studies have examined qualitative research interviews in terms of how researchers' own identities and agendas are implicated in the construction of interviewees' responses. Adopting the constructionist conception of research interviews, the current study introduces a comparative analysis of 2 interviews with a multilingual speaker of Korean, English, and Japanese conducted by 2 researchers who come from distinctive cultural, linguistic, and professional backgrounds. Informed by ethnomethodology, conversation analysis, and membership categorization analysis, the current analysis reveals how the interviewee came to co-construct a different set of accounts with each interviewer in comparable segments where the same topics were discussed. The focal segments examined in this study can be seen as an illustration of how this Korean student interacting in her everyday life with others may co-construct her ever-shifting identities vis-a-vis membership categories such as American, Korean, or Korean-American. Adapted from the source document
关键词:theory of linguistics, research design, methodology, and tools, Interviews, Qualitative Analysis, Research Design, Cultural Identity, Linguistic Identity, Korean, Japanese, Conversation Analysis, English
- Reichert, T., & Liebscher, G. (2012). Positioning the expert: Word searches, expertise, and learning opportunities in peer interaction. The Modern Language Journal, 96, 599-609.
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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
关键词:applied linguistics, non-native language learning languages other than English, Interpersonal Communication, Learning Processes, Peers, Second Language Learning, Conversation Analysis
- Nakatsuhara, F. (2011). Effects of test-taker characteristics and the number of participants in group oral tests. Language Testing, 28(4), 483-508.
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摘要:This study explores the nature of co-constructed interaction in group oral tests by examining whether a test-taker's own and his or her group members' extraversion levels and oral proficiency levels have different influences on conversational styles between two group sizes: groups of three and groups of four. Data were collected from 269 Japanese upper-secondary school students, who took group oral tests either in groups of three or four. All sessions were video-taped and transcribed following Conversation Analysis (CA) conventions. The data were quantitatively analysed in terms of goal-orientation, interactional contingency and quantitative dominance. Then, CA methodology was used to interpret and elaborate the statistical results. The findings have implications for our understanding of the group oral test construct and for appropriate choices of group size in group oral testing. [Reprinted by permission of Sage Publications, Ltd., copyright holder.]
关键词:applied linguistics, language testing and assessment, Secondary School Students, Conversation Analysis, Speech Tests, Japan
- Cutting, J. (2012). English for airport ground staff. English for Specific Purposes, 31, 3-13.
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摘要:This article describes part of a European Commission Leonardo project that aimed to design a multimedia course for English language learners seeking work as ground staff in European airports. The structural-functional analysis of the dialogues written from the course showed that, across the four trades explored (security guards, ground handlers, catering staff and bus drivers), the present simple and clausal ellipsis abounded. It also revealed differences between trades. Will future was mostly used by security guards, ground handlers and bus drivers, when referring to regulations and offering their own action. Direct orders were given mainly by security guards and bus drivers, to enforce the law and keep passengers moving. Passenger complaints were met by security guard pseudo-apologies, but bus drivers rarely apologised. Catering staff and bus driver dialogues featured the polite would, can and could in offers and requests, accompanied by greetings, farewells, pleases, thank yous and formal address forms. Security guards used hedges to mitigate their threat to passengers while ground handler routines allowed little time for interactional softeners. [Copyright The American University; published by Elsevier Ltd.]
关键词:applied linguistics, language for special purposes, applied linguistics, English as a second/foreign language instruction, English for Academic Purposes, English as a Second Language Instruction, Curriculum Planning, Business English, Multimedia, Speech Acts, Business Communication, Conversation Analysis
- Barraja-Rohan, A. M. (2011). Using conversation analysis in the second language classroom to teach interactional competence. Language Teaching Research, 15(4), 479-507.
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摘要:This article focuses on the use of conversation analysis (CA) to help teaching interactional competence in English to adult second language learners from lower to intermediate levels. To set the context, this article gives a brief overview on the use of CA in second language research as well as considering the construct of interactional competence in second language teaching. Based on classroom research, the article demonstrates how CA applied in the second language classroom was effective initially in raising students' awareness of both the mechanisms and norms of spoken interaction, and also eventually in helping them to become analysts of conversation and more effective conversationalists. To better understand what CA concepts needed to be taught a conversation analysis of the students' undirected conversations was undertaken revealing interactional problems not noticed through traditional methods of investigation. It is therefore suggested that a CA-informed pedagogical approach can help to teach interactional competence or competencies, by using materials designed for that purpose. [Reprinted by permission of Sage Publications Ltd., copyright holder.]
关键词:applied linguistics, English as a second/foreign language instruction, Conversation Analysis, Communicative Competence, English as a Second Language Instruction, English as a Second Language Teaching Methods, English as a Second Language Learning
- Masuda, K. (2011). Acquiring interactional competence in a study abroad context: Japanese language learners' use of the interactional particle ne. The Modern Language Journal, 95, 519-540.
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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
关键词:applied linguistics, non-native language learning languages other than English, interpersonal behavior and communication, interpersonal and group communication, behavior, and, relationships, Study Abroad, Learning Environment, Japanese, Second Language Learning, Conversation Analysis, Function Words, Language Usage, Native Nonnative Speaker Communication, Interpersonal Communication
- Belhiah, H. (2012). You know Arnold Schwarzenegger? On doing questioning in second language dyadic tutorials. Applied Linguistics, 33, 21-41.
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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
关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, Questions, Tutoring, Interpersonal Communication, article, applied linguistics, non-native language instruction (languages other than English), Second Language Instruction, Conversation Analysis
- Hughes, R., & Reed, B. C. (2011). Learning about speech by experiment: Issues in the investigation of spontaneous talk within the experimental research paradigm. Applied Linguistics, 32, 197-214.
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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
关键词:interpersonal behavior and communication, interpersonal and group communication, behavior, and relationships, Spontaneous Speech, Interpersonal Communication, Negotiation, article, Discourse Analysis, Natural Language, Conversation Analysis