嵌入对象作为实现课程规划谈话渐进性的资源

Q2 Arts and Humanities
T. Greer, C. Leyland
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引用次数: 3

摘要

作为进一步演讲的一种方式,共同出席的参与者有时会倾向于环境可用的文本,比如书中或电脑屏幕上的文本。这种行为通常依赖于体现和口语互动实践的结合,使书面语言的元素成为随后谈话的一部分。指向页面的一部分或凝视插图然后命名等动作有助于建立共同的注意力焦点,尤其是在对话中,文本对象在参与者讨论的未来活动中发挥作用。本研究使用会话分析表明,语篇对象因此成为转向进行性的可供性,因为它们包含既可以作为潜在提示又可以作为转向不可合并元素的语言成分。这些数据来自日本小学和初中教育工作者之间录制的日语/英语双语互动视频,他们正准备在日本进行英语课堂的团队教学。我们在两个不同的顺序背景下研究这一现象:(1)制定计划和(2)共享计划。这项研究深入了解了在团队教师规划的专业实践中,如何使用题写物体来促进互动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Inscribed objects as resources for achieving progressivity in lesson planning talk
As a means of furthering their talk, co-present participants will on occasions orient to environmentally available text, such as that in a book or on a computer screen. This sort of action commonly relies on a combination of both embodied and spoken interactional practices to enable elements of the written language to become part of the ensuing talk. Such actions as pointing to part of a page or gazing at an illustration and then naming it can help establish a joint focus of attention, particularly in talk in which the textual object plays a role in future activities the participants are discussing. This study uses conversation analysis to suggest that textual objects therefore become an affordance for turn progressivity, since they contain language components that can serve as both potential prompts and turn-incorporable elements. The data are taken from Japanese/English bilingual interaction video-recorded between elementary and junior high educators who are preparing to team-teach English classes in Japan. We examine this phenomenon in two distinct sequential contexts: (1) devising a plan and (2) sharing a plan. The study provides insight into the ways inscribed objects can be used to facilitate interaction within the professional practice of team-teacher planning.
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来源期刊
Journal of Applied Linguistics and Professional Practice
Journal of Applied Linguistics and Professional Practice Arts and Humanities-Language and Linguistics
CiteScore
0.70
自引率
0.00%
发文量
9
期刊介绍: The Journal of Applied Linguistics and Professional Practice was launched in 2004 (under the title Journal of Applied Linguistics) with the aim of advancing research and practice in applied linguistics as a principled and interdisciplinary endeavour. From Volume 7, the journal adopted the new title to reflect the continuation, expansion and re-specification of the field of applied linguistics as originally conceived. Moving away from a primary focus on research into language teaching/learning and second language acquisition, the education profession will remain a key site but one among many, with an active engagement of the journal moving to sites from a variety of other professional domains such as law, healthcare, counselling, journalism, business interpreting and translating, where applied linguists have major contributions to make. Accordingly, under the new title, the journal will reflexively foreground applied linguistics as professional practice. As before, each volume will contain a selection of special features such as editorials, specialist conversations, debates and dialogues on specific methodological themes, review articles, research notes and targeted special issues addressing key themes.
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