EFL 教科书对话中的性别与多样性:互动结构和教学意义

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Tesol Quarterly Pub Date : 2024-02-16 DOI:10.1002/tesq.3310
Shin-Ying Huang
{"title":"EFL 教科书对话中的性别与多样性:互动结构和教学意义","authors":"Shin-Ying Huang","doi":"10.1002/tesq.3310","DOIUrl":null,"url":null,"abstract":"Focusing on English-as-a-foreign-language (EFL) textbook dialogues, this study explores both gender equality and diverse identities from the perspective of interactional competence. The purpose of this study is twofold: first, to examine gender differences in textbook dialogues concerning interactional patterns, and second, to derive pedagogical implications for gender equality and diverse identities in English-language teaching from the findings. This study proposes the initiation-response-follow-up (IRF) model of discourse structure as both an analytical framework and a pedagogical framework for exploring and incorporating interactional competence related to gender and diversity. Findings reveal an overall balance in the interactional patterns between females and males in the textbook dialogues, although major differences were found in relation to particular discourse features in the context of a specific type of dialogue initiation. These findings are discussed in relation to possible classroom strategies for incorporating the IRF discourse structure to inform the teaching of interactional competence and sociolinguistic skills, particularly as relevant to the linguistic dimension of promoting diverse identities.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"2 1","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications\",\"authors\":\"Shin-Ying Huang\",\"doi\":\"10.1002/tesq.3310\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Focusing on English-as-a-foreign-language (EFL) textbook dialogues, this study explores both gender equality and diverse identities from the perspective of interactional competence. The purpose of this study is twofold: first, to examine gender differences in textbook dialogues concerning interactional patterns, and second, to derive pedagogical implications for gender equality and diverse identities in English-language teaching from the findings. This study proposes the initiation-response-follow-up (IRF) model of discourse structure as both an analytical framework and a pedagogical framework for exploring and incorporating interactional competence related to gender and diversity. Findings reveal an overall balance in the interactional patterns between females and males in the textbook dialogues, although major differences were found in relation to particular discourse features in the context of a specific type of dialogue initiation. These findings are discussed in relation to possible classroom strategies for incorporating the IRF discourse structure to inform the teaching of interactional competence and sociolinguistic skills, particularly as relevant to the linguistic dimension of promoting diverse identities.\",\"PeriodicalId\":48245,\"journal\":{\"name\":\"Tesol Quarterly\",\"volume\":\"2 1\",\"pages\":\"\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2024-02-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Tesol Quarterly\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1002/tesq.3310\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Tesol Quarterly","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1002/tesq.3310","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

本研究以英语作为外语(EFL)课本对话为重点,从互动能力的角度探讨性别平等和多元化身份。本研究有两个目的:第一,研究教科书对话中有关互动模式的性别差异;第二,从研究结果中得出英语教学中性别平等和多元化身份的教学意义。本研究提出了话语结构的启动-回应-跟进(IRF)模型,作为探索和纳入与性别和多样性相关的互动能力的分析框架和教学框架。研究结果表明,在教科书对话中,女性和男性之间的互动模式总体上是平衡的,但在特定类型的对话启动背景下,与特定话语特征有关的差异较大。这些研究结果与可能的课堂策略进行了讨论,这些策略可以将 IRF 话语结构纳入互动能力和社会语言技能的教学中,特别是与促进多元化身份的语言维度相关的教学中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications
Focusing on English-as-a-foreign-language (EFL) textbook dialogues, this study explores both gender equality and diverse identities from the perspective of interactional competence. The purpose of this study is twofold: first, to examine gender differences in textbook dialogues concerning interactional patterns, and second, to derive pedagogical implications for gender equality and diverse identities in English-language teaching from the findings. This study proposes the initiation-response-follow-up (IRF) model of discourse structure as both an analytical framework and a pedagogical framework for exploring and incorporating interactional competence related to gender and diversity. Findings reveal an overall balance in the interactional patterns between females and males in the textbook dialogues, although major differences were found in relation to particular discourse features in the context of a specific type of dialogue initiation. These findings are discussed in relation to possible classroom strategies for incorporating the IRF discourse structure to inform the teaching of interactional competence and sociolinguistic skills, particularly as relevant to the linguistic dimension of promoting diverse identities.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
期刊介绍: TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信