在“模拟野外”环境中组织二语互动的能力参与

IF 2.1 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Zachary Nanbu , Eric Hauser
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引用次数: 0

摘要

语言研究者对传统语言课堂之外如何使用第二语言越来越感兴趣。在日本,人们意识到在“野外”使用英语的机会有限,于是创建了英语村,这些网站旨在通过模拟现实世界的环境和情况,为语言学习创造机会。本研究利用会话分析(CA),探讨了由一名母语英语用户部署的互动实践,以促进第二语言新手在英语村角色扮演任务中的称职参与。L1用户使用增量的转弯扩展或增量,将出现的转弯间间隙转换为转弯内暂停。在这样做的过程中,专家演讲者声称沉默是他自己的,而不是新手的,从而允许第二语言使用者有第二次及时回应的机会。使用增量,第一语言用户解决了第二语言交互中常见的快乐,并有助于第二语言用户的有效参与。研究结果进一步证实了第二语言习得会话分析(CA-SLA)中互动能力的概念是共同构建的,并提供了在英语村背景下自然发生的互动和实践的实证文件。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Assembling competent participation in L2 interaction in a "simulated wild" context
Language researchers are increasingly interested in how L2 is used beyond traditional language classrooms. In Japan, the recognition of limited opportunities to use English in "the wild" has led to the creation of English villages, sites that aim to create opportunities for language learning by simulating real-world environments and situations. Using conversation analysis (CA), this study explores an interactional practice deployed by an L1 English user to contribute to the assembly of competent participation by novice L2 English users during role-play tasks at an English village. The L1 user is shown to use incremental turn extensions, or increments, to transform emerging inter-turn gaps into intra-turn pauses. In doing so, the expert speaker claims silences as his own rather than the novices' and thus allows the L2 users a second opportunity to respond in a timely manner. Using increments, the L1 user addresses the gappiness that is common to L2 interaction and contributes to the assembly of the L2 users' competent participation. The findings further the notion within conversation analysis for second language acquisition (CA-SLA) of interactional competence as co-constructed and provide empirical documentation of naturally occurring interaction and practices in the context of an English village.
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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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