Difference between revisions of "Frantz2021"
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{{BibEntry | {{BibEntry | ||
| − | |BibType= | + | |BibType=INCOLLECTION |
|Author(s)=Kelly Katherine Frantz | |Author(s)=Kelly Katherine Frantz | ||
| − | |Title=Language learning in repeated storytellings: The case of repair practices | + | |Title=Language learning in repeated storytellings: The case of repair practices |
| − | |Editor(s)= | + | |Editor(s)=Jean Wong; Hansun Zhang Waring; |
|Tag(s)=EMCA; | |Tag(s)=EMCA; | ||
|Key=Frantz2021 | |Key=Frantz2021 | ||
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|Address=New York | |Address=New York | ||
|Booktitle=Storytelling in multilingual interaction: A conversation analysis perspective | |Booktitle=Storytelling in multilingual interaction: A conversation analysis perspective | ||
| + | |URL=https://www.taylorfrancis.com/chapters/edit/10.4324/9780429029240-13/language-learning-repeated-storytellings-kelly-katherine-frantz | ||
| + | |Abstract=This chapter uses conversation analysis (CA) to trace changes in one learner’s repair practices during a repetitive storytelling activity in an intermediate-level ESL classroom. An analysis of the learner’s phonological and grammatical repairs is guided by two questions: How are the repair sequences organized, and what changes occur in the sequences over the course of subsequent tellings? By considering the impact of task repetition on a student’s linguistic performance, this study highlights CA’s analytical potential for examining learning processes during classroom activities. The findings contribute to the larger sociocultural reconceptualization of second language acquisition by demonstrating how learning occurs and is made visible during a student’s interaction with her teacher and peers. | ||
}} | }} | ||
Revision as of 07:03, 7 June 2023
| Frantz2021 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Frantz2021 |
| Author(s) | Kelly Katherine Frantz |
| Title | Language learning in repeated storytellings: The case of repair practices |
| Editor(s) | Jean Wong, Hansun Zhang Waring |
| Tag(s) | EMCA |
| Publisher | Routledge |
| Year | 2021 |
| Language | English |
| City | New York |
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| URL | Link |
| DOI | |
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| Book title | Storytelling in multilingual interaction: A conversation analysis perspective |
| Chapter | |
Abstract
This chapter uses conversation analysis (CA) to trace changes in one learner’s repair practices during a repetitive storytelling activity in an intermediate-level ESL classroom. An analysis of the learner’s phonological and grammatical repairs is guided by two questions: How are the repair sequences organized, and what changes occur in the sequences over the course of subsequent tellings? By considering the impact of task repetition on a student’s linguistic performance, this study highlights CA’s analytical potential for examining learning processes during classroom activities. The findings contribute to the larger sociocultural reconceptualization of second language acquisition by demonstrating how learning occurs and is made visible during a student’s interaction with her teacher and peers.
Notes
