Teaching Discourse Markers that Mark Trouble With Questions: Applications of Conversation Analysis to Teaching Korean as a Second/Foreign Language

2021 ◽  
Vol 24 (1) ◽  
pp. 83
Author(s):  
Kim
Keyword(s):  
Foreign Language ◽  
Conversation Analysis ◽  
Discourse Markers

scholarly journals WHAT DO PEOPLE DO TO SUSTAIN A CONVERSATION: ANALYSIS OF THE FEATURES AND THE SPEECH FUNCTION OF A CASUAL CONVERSATION

2020 ◽  
Vol 6 (2) ◽  
pp. 109
Author(s):  
Latifa Ika Sari ◽  
Ria Hermina Sari
Keyword(s):  
Foreign Language ◽  
Conversation Analysis ◽  
Teaching And Learning ◽  
Discourse Markers ◽  
Negotiation Of Meaning ◽  
Self Monitoring ◽  
Spoken Text ◽  
Monitoring Strategies ◽  
Frequent Use ◽  
Vague Language

Conversation Analysis (CA) has a great implication in the second or foreign language teaching and learning. This study was aimed to analyse a casual conversation, to identify what people do to sustain a conversation. The conversation, which lasted for 20 minutes and involved three speakers, was transcribed verbatim. Several features of the spoken text are analysed: spontaneity, interactivity, interpersonal features, coherence features, negotiation of meaning, and speech function. The result of the analysis showed that there are several strategies used by the speakers: time-gaining strategies (filled pauses; frequent use of conjunctions: and, but, so); using chunks and producing one clause or phrase in small �runs�; self-monitoring strategies (repetition, backtracking), and interactional strategies (backchanneling, showing amusement by laughing or chuckling, using certain discourse markers, hedges, vague language, showing empathy by completing and repeating each other�s utterances). The speakers also negotiate interpersonally and logico-semantically to keep the conversation going on. The equal number of rejoinders that each speaker produces indicates that they are willing to support each other to sustain the conversation. This study implies that when teaching speaking, English teachers should include communication strategies to achieve the goals of communication.Keywords: casual conversation; negotiation of meaning; speech function; strategies.

What should we teach about the spoken language?

1994 ◽  
Vol 17 (2) ◽  
pp. 104-120 ◽  
Author(s):  
Michael McCarthy
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Conversation Analysis ◽  
Final Section ◽  
Spoken Language ◽  
Language Awareness ◽  
Spoken English ◽  
Core Set ◽  
Form Part ◽  
Oral Component

Abstract This paper sets out to address the problem of just what, from the vast amount of research now available into the spoken language, can and ought to form part of the oral component of a second or foreign language course. Exemplification is principally based on spoken English from the British Isles, but reference is made, where appropriate, to other modern languages. Structural, interactive, generic and contextual constraints are discussed in terms of their implications for teaching, and a core set of features are highlighted. Some results of discourse analysis and conversation analysis are argued as better treated within the domain of cross-cultural studies, and other features of spoken language usually considered within the domain of discourse analysis are proposed for inclusion within the lexico-grammatical areas of the syllabus. Methodological implications are discussed in the final section, where it is argued that traditional ‘presentational’ approaches to language teaching need to be rethought and supplemented by more inductive- and language awareness based activities.

The Business of Pragmatics. The Case of Discourse Markers in The Speech of Students of Business English and English Linguistics

2011 ◽  
Vol 161 ◽  
pp. 10-30 ◽  
Author(s):  
Lieven Buysse
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Foreign Language Learning ◽  
Discourse Markers ◽  
Business English ◽  
Foreign Language Learners ◽  
Native Speech

Abstract This paper investigates how foreign language learners use discourse markers (such as so, well, you know, I mean) in English speech. These small words that do not contribute much, if anything at all, to the propositional content of a message but modify it in subtle ways, are often considered among the last elements acquired in a foreign language. This contribution reports on close scrutiny of a corpus of English-spoken interviews with Belgian native speakers of Dutch, half of whom are undergraduates majoring in Commercial Sciences and half of whom are majoring in English Linguistics, and sets it off against a comparable native speaker corpus. The investigation shows that the language learners exhibit a clear preference for “operative discourse markers” and neglect or avoid “involvement discourse markers”. It is argued that in learner speech the former take on functions typically fulfilled by the latter to a greater extent than in native speech, and that in some cases the learners revert to a code-switching strategy to cater for their pragmatic needs, bringing markers from Dutch into their English speech. Finally, questions are raised as to the place of such pragmatic devices in foreign language learning.

scholarly journals Are replication studies possible in qualitative second/foreign language classroom research? A call for comparative re-production research

2015 ◽  
Vol 50 (3) ◽  
pp. 367-383 ◽  
Author(s):  
Numa Markee
Keyword(s):  
Qualitative Research ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Conversation Analysis ◽  
Classroom Research ◽  
Replication Studies ◽  
Research Paradigms ◽  
Language Classroom ◽  
Institutional Contexts ◽  
Production Research

A widely accepted orthodoxy is that it is impossible to do replication studies within qualitative research paradigms. Ontologically and epistemologically speaking, such a view is largely correct. However, in this paper, I propose that what I call comparative re-production research—that is, the empirical study of qualitative phenomena that occur in one context, which are then shown also to obtain in another—is a well-attested practice in ethnomethodological conversation analysis (CA). By extension, I further argue that researchers who do research on second and foreign language (L2) classrooms inspired by the conversation analysis-for-second-language acquisition movement should engage in comparative re-production research in order to make broad statements about the generality or prototypicality of the qualitative organization of particular practices across languages, cultures and institutional contexts.

scholarly journals Identity and naturally occurring interaction: An interview with Elizabeth Stokoe

2010 ◽  
Vol 34 (3) ◽  
pp. 15
Author(s):  
Keiko Ikeda
Keyword(s):  
Social Sciences ◽  
Foreign Language ◽  
Language Learning ◽  
Conversation Analysis ◽  
Foreign Language Learning ◽  
Membership Categorization Analysis ◽  
Learning Contexts ◽  
Naturally Occurring ◽  
Membership Categorization ◽  
Per Se

Dr. Elizabeth Stokoe is one of Europe’s foremost authorities on identity-in-interaction. Although her work does not focus on foreign language learning contexts per se, many scholars and students of identity in Japan are familiar with her 2006 book Discourse and Identity, co-authored with Dr. Bethan Benwell, and her qualitative yet strongly empirical approach to documenting identity-in-interaction through Conversation Analysis (CA) and Membership Categorization Analysis (MCA). Dr. Stokoe is Professor of Social Interaction in the Department of Social Sciences, Loughborough University. She was interviewed by Keiko Ikeda

scholarly journals Online pedagogy: Development of the communicative skills in Russian online courses

2013 ◽  
Vol 5 ◽  
Author(s):  
Iryna Kozlova
Keyword(s):  
Foreign Language ◽  
Conversation Analysis ◽  
Online Courses ◽  
Task Design ◽  
Peer Collaboration ◽  
Instructional Conversations ◽  
Communicative Skills ◽  
Language Pedagogy ◽  
Sociocultural Approach ◽  
Pedagogy Development

This study on online language pedagogy takes a sociocultural approach toexamine how tasks designed for synchronous multimodal web-conferencingenvironment (MWCE) encourage students’ development of communicativeskills and how students initiate control over their own learning.The data from the archived synchronous class sessions of the secondsemesterhigh-school Russian as a foreign language course taught completelyonline were analyzed using Conversation Analysis. The data showsthat a problem-solving component built in the task design seems to be apowerful tool as it invites peer collaboration on solving linguistic problems,urges students to take control of their own learning and offers opportunitiesfor participation in instructional conversations with the instructor.The study also shows that multimodal environment allows studentsat different developmental levels and with different learning stylesto participate in the co-construction of the task via the communicationchannel of their preference.

scholarly journals Mobile instant messaging: a bonanza for interlanguage pragmatics

Letrônica ◽  
2019 ◽  
Vol 12 (4) ◽  
pp. 33885
Author(s):  
Bethany Anne Aull
Keyword(s):  
Foreign Language ◽  
Communities Of Practice ◽  
Conversation Analysis ◽  
Instant Messaging ◽  
Communication Technologies ◽  
Interlanguage Pragmatics ◽  
Current State ◽  
Methodological Considerations ◽  
L1 And L2 ◽  
Shed Light

While mobile communication technologies have been exploited for instructional second and foreign language (L2) research, authentic mobile instant messaging (MIM) interactions remain virtually unexamined. As a result, decidedly little is known about L2 users’ interlinguistic behavior in genuine MIM conversation. This type of communication may nevertheless be of interest to interlanguage pragmatics (ILP) research, particularly for what it may reveal about the intersection of cultures and electronically-mediated communities. This article traces the current state of related research and contemplates some preliminary conceptual and methodological considerations for future inquiries. It first reviews previous L1 and L2 studies involving mobile and instant messaging mediums. From among these, it notes two underexplored concepts which are relevant to ILP: namely, interculture and cultures-of-use. Respectively related to co-constructed culture and communities of practice, these aspects may shed light on and be illuminated by interlinguistic MIM interaction. Finally, the article looks to future investigations and, while not specifying analytical procedures, it recommends emic methods such as conversation analysis for examining these phenomena.

scholarly journals Discourse Markers in Peer Reviews of Academic Essays by Future Teachers of English as a Foreign Language

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Oleksandr Kapranov
Keyword(s):  
Quantitative Analysis ◽  
Foreign Language ◽  
Discourse Markers ◽  
Intermediate Level ◽  
Future Teachers ◽  
Quantitative Investigation ◽  
Peer Reviews ◽  
Efl Teachers

Abstract This article presents and discusses a quantitative investigation of discourse markers (further – DMs) in the corpus of peer reviews of academic essays in didactics written by a group of future teachers of English as a Foreign Language (EFL). In total, 12 future EFL teachers at an intermediate level of EFL proficiency (henceforth – participants) took part in the study. The participants were instructed to form dyads and write peer reviews of each other’s academic essays on a range of topics in EFL didactics. Two corpora were used in the study, the corpus of the participants’ academic essays in EFL didactics and the corpus of peer reviews thereof. The corpora were analysed using WordSmith (Scott 2008) in order to establish the frequencies of the use of DMs per 1000 words. The results of the quantitative analysis of the corpora indicated that the participants employed a repertoire of stylistically neutral DMs in their peer reviews that was quantitatively similar to that of the academic essays. These findings will be further discussed in the article.

Sign in / Sign up

Export Citation Format

Share Document