Pochon-Berger2011

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Pochon-Berger2011
BibType ARTICLE
Key Pochon-Berger2011
Author(s) Evelyne Pochon-Berger
Title A participant's perspective on tasks: from task instruction, through pre-task planning, to task accomplishment
Editor(s)
Tag(s) EMCA, language learning tasks, Conversation Analysis, classroom interaction, French as a Foreign Language, Classroom interactions, Classroom interactions
Publisher
Year 2011
Language English
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Month
Journal Novitas-ROYAL (Research on Youth and Language)
Volume 5
Number 1
Pages 71-90
URL Link
DOI
ISBN
Organization
Institution
School
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Howpublished
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Abstract

Recent studies applying Conversation Analysis to classroom interaction have described language

learning tasks as a local and collective accomplishment (e.g. Hellermann & Pekarek Doehler, 2010; Mondada & Pekarek Doehler, 2004; Mori, 2002). They highlight the gap that may exist between the intended purpose as materialized in task instruction and the actual performance of the task. Following this line of research, this paper investigates the relationship between task instruction, pre-task planning and task completion. Based on a corpus of French as a Foreign Language classroom interactions, we observe how six different groups that have received identical instructions organize and carry out the task. In a first analytical step, we show how the students engage in interactionally organized interpretative work regarding the task, and in organizing the distribution of roles and responsibilities for the task accomplishment. In a second step, we identify how participants orient to this initial distribution within the very course of accomplishing the task. Based on a sequential micro-analysis of participants’ conduct while planning and accomplishing the task, we show how Conversation Analysis contributes to a better understanding of language learning tasks from a participant-relevant perspective.

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