Cheng2016

From emcawiki
Jump to: navigation, search
Cheng2016
BibType ARTICLE
Key Cheng2016
Author(s) Tsui-Ping Cheng
Title Authentic L2 interactions as material for a pragmatic awareness-raising activity
Editor(s)
Tag(s) EMCA, L2, Disagreement
Publisher
Year 2016
Language English
City
Month
Journal Language Awareness
Volume 25
Number 3
Pages 159–178
URL Link
DOI 10.1080/09658416.2016.1154568
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

Download BibTex

Abstract

This study draws on conversation analysis to explore the pedagogical possibility of using audiovisual depictions of authentic disagreement sequences from L2 interactions as sources for an awareness-raising activity in an English as a Second Language (ESL) classroom. Video excerpts of disagreement sequences collected from two ESL classes were used to examine how the participating ESL students understand and respond to the natural L2 interactions in small group discussions. The analyses show that the students use their auditory and visual access to the authentic sequences in the audiovisual input to analyse and evaluate the targeted speech act: (1) they draw on the video excerpts' rich contextual information to engage in similar situational contexts and develop an affiliative understanding of the pragmatic practices used; (2) they compare different disagreement practices, make informed decisions regarding their pragmatic options, and even search for justifications for their choices; and (3) they monitor the vocal and visual conduct surrounding the focal action and utilise their observations to justify their assessments of the pragmatic practice. Therefore, using video recordings and conversion-analysis-informed transcripts of authentic interactions bears clear pedagogical value by enhancing L2 speakers' awareness of contextual factors around speech act sequences, their pragmatic choices, and the multimodal character of pragmatic actions.

Notes