Yang-Zhang2018

From emcawiki
Revision as of 12:23, 31 December 2017 by ElliottHoey (talk | contribs) (Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Ruowei Yang; Xing Zhang |Title=Sorry Used by L2 Adult Learner: Managing Learning Opportunity and Interpersonal Relationship in Classroom...")
(diff) ← Older revision | Latest revision (diff) | Newer revision → (diff)
Jump to: navigation, search
Yang-Zhang2018
BibType ARTICLE
Key Yang-Zhang2018
Author(s) Ruowei Yang, Xing Zhang
Title Sorry Used by L2 Adult Learner: Managing Learning Opportunity and Interpersonal Relationship in Classroom Interaction
Editor(s)
Tag(s) EMCA, L2, Learning, Politeness
Publisher
Year 2018
Language English
City
Month
Journal International Journal of English Linguistics
Volume 8
Number 2
Pages
URL Link
DOI 10.5539/ijel.v8n2p48
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

Download BibTex

Abstract

This study investigates functions of sorry in L2 Chinese classroom interactions through the conversation analysis approach with an aim to investigate the relationship between sorry and L2 learning and possible functions of sorry in managing interpersonal relationships in classroom interactions. Through analysis of 36 hours’ video-recorded classroom interaction, this research shows that the non-apologetic sorry could be employed by adult learners to obtain various learning opportunities, such as active participation, production of appropriate responses, active use of target language, and attempts to solve problems that are not designed in the teaching agenda. Moreover, sorry could be used as a strategy for constructing polite co-operation and to mitigate possible offenses against tutors during classroom interactions, as well as to manage interpersonal relationships based upon the theoretical framework of politeness. Findings from this study can also help us understand how sorry serves pragmatic purposes for L2 classroom interaction and provide us with pedagogical implications for L2 learning and teaching. Future studies need to examine sorry as used by L2 learners in conversational turns other than the same turn, as well as at different positions of a turn, to provide evidence for its functions in classroom interaction

Notes