Difference between revisions of "Cheng2016"
ElliottHoey (talk | contribs) (Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Tsui-Ping Cheng; |Title=Authentic L2 interactions as material for a pragmatic awareness-raising activity |Tag(s)=EMCA; L2; Disagreement...") |
AndreiKorbut (talk | contribs) m |
||
| (One intermediate revision by the same user not shown) | |||
| Line 1: | Line 1: | ||
{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Tsui-Ping Cheng; | + | |Author(s)=Tsui-Ping Cheng; |
|Title=Authentic L2 interactions as material for a pragmatic awareness-raising activity | |Title=Authentic L2 interactions as material for a pragmatic awareness-raising activity | ||
| − | |Tag(s)=EMCA; L2; Disagreement | + | |Tag(s)=EMCA; L2; Disagreement |
|Key=Cheng2016 | |Key=Cheng2016 | ||
|Year=2016 | |Year=2016 | ||
| + | |Language=English | ||
|Journal=Language Awareness | |Journal=Language Awareness | ||
| + | |Volume=25 | ||
| + | |Number=3 | ||
| + | |Pages=159–178 | ||
|URL=http://www.tandfonline.com/doi/abs/10.1080/09658416.2016.1154568 | |URL=http://www.tandfonline.com/doi/abs/10.1080/09658416.2016.1154568 | ||
|DOI=10.1080/09658416.2016.1154568 | |DOI=10.1080/09658416.2016.1154568 | ||
|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. | |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. | ||
| − | |||
}} | }} | ||
Latest revision as of 23:20, 16 September 2018
| 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 | |
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
