Difference between revisions of "Nguyen2012a"
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|Journal=Learning, Culture and Social Interaction | |Journal=Learning, Culture and Social Interaction | ||
|Volume=1 | |Volume=1 | ||
| + | |Number=2 | ||
|Pages=127–142 | |Pages=127–142 | ||
| − | |DOI= | + | |URL=https://www.sciencedirect.com/science/article/abs/pii/S2210656112000232 |
| + | |DOI=10.1016/j.lcsi.2012.05.006 | ||
|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. | |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. | ||
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Latest revision as of 08:19, 30 November 2019
| Nguyen2012a | |
|---|---|
| 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 | 2 |
| Pages | 127–142 |
| URL | Link |
| DOI | 10.1016/j.lcsi.2012.05.006 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| 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
