Difference between revisions of "Greer2016"
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|Tag(s)=EMCA; classroom; ESL; L2; interview; survey; post-expansion; Micro-longitudinal conversation analysis; Post-expansion sequences; Learner initiative; Reformulation; Survey interview tasks | |Tag(s)=EMCA; classroom; ESL; L2; interview; survey; post-expansion; Micro-longitudinal conversation analysis; Post-expansion sequences; Learner initiative; Reformulation; Survey interview tasks | ||
|Key=Greer2016 | |Key=Greer2016 | ||
| − | |||
|Year=2016 | |Year=2016 | ||
| − | | | + | |Language=English |
|Journal=Linguistics and Education | |Journal=Linguistics and Education | ||
|Volume=35 | |Volume=35 | ||
|Pages=78–87 | |Pages=78–87 | ||
| − | |URL= | + | |URL=https://www.sciencedirect.com/science/article/pii/S0898589816300419 |
|DOI=10.1016/j.linged.2016.06.004 | |DOI=10.1016/j.linged.2016.06.004 | ||
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| − | |||
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|Abstract=This study uses micro-longitudinal Conversation Analysis to track a novice learner of English as he conducts a series of semi-structured survey interviews with expert English speakers. The sequential analysis focuses particularly on unscripted elements of the interaction, including how the student deviates from his prepared list of questions and how he reformulates subsequent versions of a follow-up question. The study explores how the learner makes use of post-expansion sequences to build on the interlocutor's responses, reformulating and adjusting them across episodes, but not always because the co-participant orients to them as repairable. Grounding its findings in the observable details of talk, the analysis offers insight into how learner initiative provided opportunities for developing interactional competence through experimenting with reformulations. Implications for educators and task design are discussed. | |Abstract=This study uses micro-longitudinal Conversation Analysis to track a novice learner of English as he conducts a series of semi-structured survey interviews with expert English speakers. The sequential analysis focuses particularly on unscripted elements of the interaction, including how the student deviates from his prepared list of questions and how he reformulates subsequent versions of a follow-up question. The study explores how the learner makes use of post-expansion sequences to build on the interlocutor's responses, reformulating and adjusting them across episodes, but not always because the co-participant orients to them as repairable. Grounding its findings in the observable details of talk, the analysis offers insight into how learner initiative provided opportunities for developing interactional competence through experimenting with reformulations. Implications for educators and task design are discussed. | ||
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Latest revision as of 07:08, 17 December 2019
| Greer2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Greer2016 |
| Author(s) | Tim Greer |
| Title | Learner initiative in action: Post-expansion sequences in a novice ESL survey interview task |
| Editor(s) | |
| Tag(s) | EMCA, classroom, ESL, L2, interview, survey, post-expansion, Micro-longitudinal conversation analysis, Post-expansion sequences, Learner initiative, Reformulation, Survey interview tasks |
| Publisher | |
| Year | 2016 |
| Language | English |
| City | |
| Month | |
| Journal | Linguistics and Education |
| Volume | 35 |
| Number | |
| Pages | 78–87 |
| URL | Link |
| DOI | 10.1016/j.linged.2016.06.004 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
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| Howpublished | |
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| Chapter | |
Abstract
This study uses micro-longitudinal Conversation Analysis to track a novice learner of English as he conducts a series of semi-structured survey interviews with expert English speakers. The sequential analysis focuses particularly on unscripted elements of the interaction, including how the student deviates from his prepared list of questions and how he reformulates subsequent versions of a follow-up question. The study explores how the learner makes use of post-expansion sequences to build on the interlocutor's responses, reformulating and adjusting them across episodes, but not always because the co-participant orients to them as repairable. Grounding its findings in the observable details of talk, the analysis offers insight into how learner initiative provided opportunities for developing interactional competence through experimenting with reformulations. Implications for educators and task design are discussed.
Notes
