Difference between revisions of "Reichert-Liebscher2018"
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|Year=2018 | |Year=2018 | ||
|Language=English | |Language=English | ||
| − | |Booktitle=Conversation Analysis and Language Alternation: Capturing | + | |Booktitle=Conversation Analysis and Language Alternation: Capturing Transitions in the Classroom |
| − | |Pages= | + | |Pages=129–148 |
|URL=https://benjamins.com/catalog/pbns.295.07rei | |URL=https://benjamins.com/catalog/pbns.295.07rei | ||
| − | |DOI= | + | |DOI=10.1075/pbns.295.07rei |
|Abstract=This chapter discusses language alternation and the use of “okay” in peer interactions among German as a foreign language learners at a university in the English-speaking part of Canada. In these peer interactions, learners composed and rehearsed a role-play in German that was subsequently performed in class. A conversation analytic approach, together with positioning theory, is applied to examine learners’ use of these linguistic resources in the sequential organisation of the interaction and in the management of the learning task. We find that “okay” plays a specific role in marking transitions between languages as well as navigating the task and the students’ relationships. | |Abstract=This chapter discusses language alternation and the use of “okay” in peer interactions among German as a foreign language learners at a university in the English-speaking part of Canada. In these peer interactions, learners composed and rehearsed a role-play in German that was subsequently performed in class. A conversation analytic approach, together with positioning theory, is applied to examine learners’ use of these linguistic resources in the sequential organisation of the interaction and in the management of the learning task. We find that “okay” plays a specific role in marking transitions between languages as well as navigating the task and the students’ relationships. | ||
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Latest revision as of 01:17, 12 January 2020
| Reichert-Liebscher2018 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Reichert-Liebscher2018 |
| Author(s) | Tetyana Reichert, Grit Liebscher |
| Title | Transitions with “Okay”: Managing language alternation in role-play preparations |
| Editor(s) | Anna Filipi, Numa Markee |
| Tag(s) | EMCA, Language alternation, Code-switching, Discourse markers, Okay, Role-play, Participation frameworks, German, German as a foreign language, Positioning, Canada |
| Publisher | |
| Year | 2018 |
| Language | English |
| City | |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 129–148 |
| URL | Link |
| DOI | 10.1075/pbns.295.07rei |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Conversation Analysis and Language Alternation: Capturing Transitions in the Classroom |
| Chapter | |
Abstract
This chapter discusses language alternation and the use of “okay” in peer interactions among German as a foreign language learners at a university in the English-speaking part of Canada. In these peer interactions, learners composed and rehearsed a role-play in German that was subsequently performed in class. A conversation analytic approach, together with positioning theory, is applied to examine learners’ use of these linguistic resources in the sequential organisation of the interaction and in the management of the learning task. We find that “okay” plays a specific role in marking transitions between languages as well as navigating the task and the students’ relationships.
Notes
