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1 CONCEPTUALISING CLASSROOM INTERACTIONAL COMPETENCE
"... Abstract: This article offers a preliminary conceptualisation of classroom interactional competence (CIC). Placing interaction at the centre of language learning, the paper considers the various practices available to both teachers and learners to enhance CIC and to produce classrooms which are more ..."
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Abstract: This article offers a preliminary conceptualisation of classroom interactional competence (CIC). Placing interaction at the centre of language learning, the paper considers the various practices available to both teachers and learners to enhance CIC and to produce classrooms which are more dialogic, more engaged and more focused on participation. Using a conversation analytic informed methodology, data extracts are presented to highlight specific features of CIC, relating to the ways in which space for learning is created and learner contributions ‘shaped’. I suggest that better understandings of these practices offer an alternative approach to enhancing learning and learning opportunity and highlight the need for a movement away from classroom decisions which are essentially materials-and methodology- based towards ones which are centred on spoken interaction.
1 An Analysis of Peer Activities to Inform Foreign Language Learning: Word Searches, Voice, and the Use of Non-Target Languages
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Education Commons
, 2009
"... Practices for dispreferred responses using no by a learner of English JOHN HELLERMANN IRAL 47 (2009), 95–126 0019042X/2009/047-095 DOI 10.1515/iral.2009.005 c©Walter de Gruyter Responding in a manner that does not align with an action or affiliate with a stance implicated in just prior talk is poten ..."
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Practices for dispreferred responses using no by a learner of English JOHN HELLERMANN IRAL 47 (2009), 95–126 0019042X/2009/047-095 DOI 10.1515/iral.2009.005 c©Walter de Gruyter Responding in a manner that does not align with an action or affiliate with a stance implicated in just prior talk is potentially sensitive work. Conversa-tion Analysis (CA) has shown that participants orient to the sensitive nature of sequences of talk used to project responses that do not align, or, are dis-preferred (Pomerantz 1984) in some way. This paper examines such responses, especially with the use of no tokens. The talk comes from the interactions of one adult learner of English in a language learning classroom over the course of five ten-week terms. The findings show that the participant’s use of no (for other-correction, third-position repair, and multiple sayings) is oriented to by peers as appropriate for the classroom community of practice. Learning, it is suggested, may be seen in the learner’s orientation to the preference for affili-ation when doing negative responses. 1.
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, 2013
"... dissertation would not have been possible without the support and guidance ..."
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dissertation would not have been possible without the support and guidance
COMMENTING TO LEARN: EVIDENCE OF LANGUAGE AND INTERCULTURAL LEARNING IN COMMENTS ON YOUTUBE VIDEOS
"... It is often observed that the globalization of social media has opened up new opportunities for informal intercultural communication and foreign language learning. This study aims to go beyond this general observation through a case study that explores how discourse analysis tools might be used to u ..."
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It is often observed that the globalization of social media has opened up new opportunities for informal intercultural communication and foreign language learning. This study aims to go beyond this general observation through a case study that explores how discourse analysis tools might be used to uncover evidence of language and intercultural learning in comments on YouTube videos involving Chinese-English translanguaging. Analysis of exchange structure—interactional acts involving information exchange and stance marking—suggests that translanguaging triggers interactionally-rich comments that are oriented towards information exchange and negotiation for meaning on topics of language and culture. It is argued that the methodologies used have good potential for use in studies that aim to investigate learning in online settings, both at the environmental level, in macroanalysis of large data sets, and at the individual/situational level, in microanalysis of shorter interactional sequences.
WORD SEARCHES IN L1 AND L2 ITALIAN CONVERSATION: RE-ESTABLISHING INTERSUBJECTIVITY
, 2010
"... This study analyzes how intersubjectivity is restored after a repair initiation in native and non-native speakers in Italian conversations. The main objective of the present study is to fill a gap in previous research analyzing a particular instance of repair, word search, which focuses on lexical i ..."
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This study analyzes how intersubjectivity is restored after a repair initiation in native and non-native speakers in Italian conversations. The main objective of the present study is to fill a gap in previous research analyzing a particular instance of repair, word search, which focuses on lexical items, both in native (NSs) and non-native speakers (NNSs). Word searches are incidental and are launched when speakers have problems in producing a lexical item during a spate of talk, either because they can’t recall a lexical or grammatical item or because they truly do not know it. At that point the action of the conversation is halted and it is resumed when the word search has been completed (or abandoned). This research aims to look at the strategies that are exploited during this particular action by using Conversation Analysis (CA) as the research methodology that has recently been employed in many Second Language Acquisition (SLA) research studies. The data consist of eleven hours and fifty minutes of non-elicited videotaped dinners in which 39 Italian native speakers and 8 American students of Italian interacted. The corpus yielded 105 word searches: 52 native speakers’ word search activities and 53 non-native speakers’ word search activities.
