Difference between revisions of "Nguyen2012a"
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|Author(s)=Hanh thi Nguyen | |Author(s)=Hanh thi Nguyen | ||
|Title=Social interaction and competence development: Learning the structural organization of a communicative practice | |Title=Social interaction and competence development: Learning the structural organization of a communicative practice | ||
− | |Tag(s)=EMCA; Interactional competence; Second language learning; Structural organization; Conversation | + | |Tag(s)=EMCA; Interactional competence; Second language learning; Structural organization; Conversation Analysis; Office hour meeting; Teacher–student interaction; |
|Key=Nguyen2012a | |Key=Nguyen2012a | ||
|Year=2012 | |Year=2012 |
Revision as of 06:55, 14 May 2018
Nguyen2012a | |
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BibType | ARTICLE |
Key | Nguyen2012a |
Author(s) | Hanh thi Nguyen |
Title | Social interaction and competence development: Learning the structural organization of a communicative practice |
Editor(s) | |
Tag(s) | EMCA, Interactional competence, Second language learning, Structural organization, Conversation Analysis, Office hour meeting, Teacher–student interaction |
Publisher | |
Year | 2012 |
Language | English |
City | |
Month | |
Journal | Learning, Culture and Social Interaction |
Volume | 1 |
Number | |
Pages | 127–142 |
URL | |
DOI | doi:10.1016/j.lcsi.2012.05.006 |
ISBN | |
Organization | |
Institution | |
School | |
Type | |
Edition | |
Series | |
Howpublished | |
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Chapter |
Abstract
Learning to become a “speaker of culture” in a new language involves not only mastering its linguistic codes but also ways of behaving in situations involving that language. A key ability to participate in social interaction is the ability to project and co-construct the structural organization of particular communicative practices.While this knowledge has been considered to be part of speakers' competence as members of a social group, a question remains as to how this competence develops when a novice participates in a new communicative practice. This study explores this question by drawing on the notion of interactional competence and by examining longitudinal data of an ESL (English as a second language) learner's participation in the communicative practice of office hourmeeting. Using conversation analysis, I show how the learner displayed her increased interactional competence as she co-constructed the structural organization of the office hour with the teacher over time.
Notes