Difference between revisions of "Kim2012"
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|Author(s)=Younhee Kim | |Author(s)=Younhee Kim | ||
|Title=Practices for initial recognitional reference and learning opportunities in conversation | |Title=Practices for initial recognitional reference and learning opportunities in conversation | ||
| − | |Tag(s)=EMCA; Recognitional; Reference; Learning; | + | |Tag(s)=EMCA; Recognitional; Reference; Learning; |
|Key=Kim2012 | |Key=Kim2012 | ||
|Year=2012 | |Year=2012 | ||
|Journal=Journal of Pragmatics | |Journal=Journal of Pragmatics | ||
|Volume=44 | |Volume=44 | ||
| − | |Number=6 | + | |Number=6-7 |
| − | |Pages= | + | |Pages=709–729 |
| + | |URL=http://www.sciencedirect.com/science/article/pii/S0378216612000446 | ||
| + | |DOI=10.1016/j.pragma.2012.02.005 | ||
| + | |Abstract=This article contributes to the recently arising CA-for-SLA (Conversation Analysis for Second Language Acquisition) inquiry by demonstrating how an understanding of interactional practices may inform our understanding of language learning. The target interactional practice examined in this article is a set of referential practices, particularly for establishing initial recognitional reference of a third person or object when the name or a relevant lexical item for the target referent is not available to the speaker. Based on close examination of sequential organization of a set of practices for achieving mutually understood reference in casual conversations between L1 and L2 English speakers, the study shows how structural opportunities for language learning are generated in interaction, which serves to broaden our understanding of the relationship between certain interactional practices and learning opportunities afforded in such practices. The issue of participants’ orientation to such sequential environments as learning opportunities is also discussed. | ||
}} | }} | ||
Latest revision as of 14:23, 25 February 2016
| Kim2012 | |
|---|---|
| BibType | ARTICLE |
| Key | Kim2012 |
| Author(s) | Younhee Kim |
| Title | Practices for initial recognitional reference and learning opportunities in conversation |
| Editor(s) | |
| Tag(s) | EMCA, Recognitional, Reference, Learning |
| Publisher | |
| Year | 2012 |
| Language | |
| City | |
| Month | |
| Journal | Journal of Pragmatics |
| Volume | 44 |
| Number | 6-7 |
| Pages | 709–729 |
| URL | Link |
| DOI | 10.1016/j.pragma.2012.02.005 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article contributes to the recently arising CA-for-SLA (Conversation Analysis for Second Language Acquisition) inquiry by demonstrating how an understanding of interactional practices may inform our understanding of language learning. The target interactional practice examined in this article is a set of referential practices, particularly for establishing initial recognitional reference of a third person or object when the name or a relevant lexical item for the target referent is not available to the speaker. Based on close examination of sequential organization of a set of practices for achieving mutually understood reference in casual conversations between L1 and L2 English speakers, the study shows how structural opportunities for language learning are generated in interaction, which serves to broaden our understanding of the relationship between certain interactional practices and learning opportunities afforded in such practices. The issue of participants’ orientation to such sequential environments as learning opportunities is also discussed.
Notes
