Difference between revisions of "Cheng2014"
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|Author(s)=Tsui-Ping Cheng | |Author(s)=Tsui-Ping Cheng | ||
|Title=The interactional achievements of repair and correction in a Mandarin language classroom | |Title=The interactional achievements of repair and correction in a Mandarin language classroom | ||
| − | |Tag(s)=Applied; Classroom; EMCA; | + | |Tag(s)=Applied; Classroom; EMCA; Repair; |
|Key=Cheng2014 | |Key=Cheng2014 | ||
|Year=2014 | |Year=2014 | ||
| − | |Journal= Chinese as a Second Language Research | + | |Journal=Chinese as a Second Language Research |
|Volume=3 | |Volume=3 | ||
|Number=2 | |Number=2 | ||
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|DOI=http://dx.doi.org/10.1515/caslar-2014-0010 | |DOI=http://dx.doi.org/10.1515/caslar-2014-0010 | ||
|Abstract=This study examines the different interactional achievements of repair and correction in a Mandarin language classroom from a conversation analysis perspective. The sequential analysis of teacher-initiated repair and correction shows that while repair indicates participants' relative epistemic stance and makes visible the contingent process of securing intersubjectivity, correction serves to monitor students' language production and accomplish teaching. By means of various repair practices, teacher and students are able to maintain and restore a shared understanding of the instructional activity that they are doing together. This intersubjectivity is the foundation upon which a space for teaching and learning is created, maintained, and defended. In correction sequences, the practices of repetition and overlap underscore teacher and students' alignment with a pedagogical focus of linguistic accuracy and make relevant their situated institutional identities. Regardless of the distinctive achievements in interaction, repair and correction are both practical resources that enable and sustain classroom instruction. | |Abstract=This study examines the different interactional achievements of repair and correction in a Mandarin language classroom from a conversation analysis perspective. The sequential analysis of teacher-initiated repair and correction shows that while repair indicates participants' relative epistemic stance and makes visible the contingent process of securing intersubjectivity, correction serves to monitor students' language production and accomplish teaching. By means of various repair practices, teacher and students are able to maintain and restore a shared understanding of the instructional activity that they are doing together. This intersubjectivity is the foundation upon which a space for teaching and learning is created, maintained, and defended. In correction sequences, the practices of repetition and overlap underscore teacher and students' alignment with a pedagogical focus of linguistic accuracy and make relevant their situated institutional identities. Regardless of the distinctive achievements in interaction, repair and correction are both practical resources that enable and sustain classroom instruction. | ||
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Revision as of 02:59, 7 October 2014
| Cheng2014 | |
|---|---|
| BibType | ARTICLE |
| Key | Cheng2014 |
| Author(s) | Tsui-Ping Cheng |
| Title | The interactional achievements of repair and correction in a Mandarin language classroom |
| Editor(s) | |
| Tag(s) | Applied, Classroom, EMCA, Repair |
| Publisher | |
| Year | 2014 |
| Language | |
| City | |
| Month | |
| Journal | Chinese as a Second Language Research |
| Volume | 3 |
| Number | 2 |
| Pages | 175-200 |
| URL | Link |
| DOI | http://dx.doi.org/10.1515/caslar-2014-0010 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This study examines the different interactional achievements of repair and correction in a Mandarin language classroom from a conversation analysis perspective. The sequential analysis of teacher-initiated repair and correction shows that while repair indicates participants' relative epistemic stance and makes visible the contingent process of securing intersubjectivity, correction serves to monitor students' language production and accomplish teaching. By means of various repair practices, teacher and students are able to maintain and restore a shared understanding of the instructional activity that they are doing together. This intersubjectivity is the foundation upon which a space for teaching and learning is created, maintained, and defended. In correction sequences, the practices of repetition and overlap underscore teacher and students' alignment with a pedagogical focus of linguistic accuracy and make relevant their situated institutional identities. Regardless of the distinctive achievements in interaction, repair and correction are both practical resources that enable and sustain classroom instruction.
Notes
