故意不完整話語中的互動能力:引導中的互動

Mengistu Anagaw Engida1, Haile Kassahun Bewuket2, Mekonnen Esubalew Tariku2
1Debre Markos University
2Department of Foreign Languages and Literature, Debre Markos University, Debre Markos, Ethiopia

Tóm tắt

Từ khóa


Tài liệu tham khảo

Aldrup, M. (2019). ‘Well let me put it uhm the other way around maybe’: Managing students’ trouble displays in the CLIL classroom. Classroom Discourse, 10(1), 46–70. https://doi.org/10.1080/19463014.2019.1567360

aus der Wieschen, M. V., & Sert, O. (2018). Divergent language choices and maintenance of intersubjectivity: The case of Danish EFL young learners. International Journal of Bilingual Education and Bilingualism, 24(1), 107–123.

Can Daşkın, N. (2014). Shaping learner contributions in an EFL classroom: Implications for L2 classroom interactional competence. Classroom Discourse, 6(1), 33–56. https://doi.org/10.1080/19463014.2014.911699

Clift, R. (2016). Conversation analysis. Cambridge University Press.

Enfield, N. J. (2014). Causal dynamics of language. In N. J. Enfield, P. Kockelman, & J. Sidnell (Eds.), The Cambridge handbook of linguistic anthropology (pp. 325–342). Cambridge University Press.

Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal, 81(3), 285–300.

Firth, A., & Wagner, J. (2007). Second/foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA. The Modern Language Journal, 91, 800–819.

Galaczi, E., & Taylor, L. (2018). Interactional competence: Conceptualizations, Operationalisations, and outstanding questions. Language Assessment Quarterly, 15(3), 219–236. https://doi.org/10.1080/15434303.2018.1453816

ten Have, P. (2007). Doing conversation analysis: Sage.

Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. Lerner (Ed.), Conversation analysis. Studies from the first generation (pp. 13–31). John Benjamins.

Kasper, G. (2006). Beyond repair: Conversation analysis as an approach to SLA. AILA Review, 19(1), 83–99.

Kasper, G., & Wagner, J. (2011). A conversation-analytic approach to second language acquisition. Alternative approaches to second language acquisition, 117, 142.

Koshik, I. (2002). Designedly incomplete utterances: A pedagogical practice for eliciting knowledge displays in error correction sequences. Research on Language and Social Interaction, 35(3), 277–309.

Koshik, I. (2010). Questions that convey information in teacher-student conferences. In Why do you ask? The function of questions in institutional discourse (pp. 1–44). Oxford University Press.

Kramsch, C. (1986). From language proficiency to interactional competence. The modern language journal, 70(4), 366–372.

Lam, D. (2018). What counts as “responding”? Contingency on previous speaker contribution as a feature of interactional competence. Language Testing, 35(3), 377–401. https://doi.org/10.1177/0265532218758126

Margutti, P. (2010). On designedly incomplete utterances: What counts as learning for teachers and students in primary classroom interaction. Research on Language and Social Interaction, 43(4), 315–345.

Mertens, D. (2010). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods.

Netz, H. (2016). Designedly incomplete utterances and student participation. Linguistics and Education, 33, 56–73.

Nunan, D. (1987). Communicative language teaching: Making it work. ELT Journal, 41(2), 136–145.

Persson, R. (2017). Fill-in-the-blank questions in interaction: Incomplete utterances as a resource for doing inquiries. Res Lang Soc Interact, 50(3), 227–248. https://doi.org/10.1080/08351813.2017.1340698

Pekarek Doehler, S. (2018). Elaborations on L2 interactional competence: The development of L2 grammar-for-interaction. Classroom Discourse, 9(1), 3–24. https://doi.org/10.1080/19463014.2018.1437759

Pekarek Doehler, S. (2019). On the nature and the development of L2 interactional competence: State of the art and implications for praxis. Teaching and testing L2 interactional competence, 25-59.

Pekarek Doehler, S. (2021). Toward a coherent understanding of L2 interactional competence: Epistemologies of language learning and teaching. In Classroom-based Conversation Analytic Research (pp. 19–33). Springer.

Pekarek Doehler, S., & Pochon-Berger, E. (2011). Developing ‘methods’ for interaction: A cross-sectional study of disagreement sequences in French L2. In L2 interactional competence and development (pp. 206–243). Multilingual Matters.

Peräkylä, A. (2011). Validity in research on naturally occurring social interaction. Qualitative research, 365, 382.

Plough, I., Banerjee, J., & Iwashita, N. (2018). Interactional competence: Genie out of the bottle. Language Testing, 35(3), 427–445. https://doi.org/10.1177/0265532218772325

Pouromid, S. (2020). From incompetence to competence: Maintaining intersubjectivity through shifting epistemic stance in intercultural L2 talk in an Asian context. Asian Englishes, 1-18. https://doi.org/10.1080/13488678.2020.1717795

Roever, C., & Ikeda, N. (2021). What scores from monologic speaking tests can (not) tell us about interactional competence. Language Testing, 02655322211003332.

Roever, C., & Kasper, G. (2018). Speaking in turns and sequences: Interactional competence as a target construct in testing speaking. Language Testing, 35(3), 331–355. https://doi.org/10.1177/0265532218758128

Schegloff, E. A. (2007). Sequence organization in interaction: A primer in conversation analysis I (Vol. 1): Cambridge university press.

Seedhouse, P. (1996). Classroom interaction: Possibilities and impossibilities. ELT Journal, 50(1), 16–24.

Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Language Learning.

Seedhouse, P. (2019). L2 classroom contexts: Deviance, confusion, grappling and flouting. Classroom Discourse, 10(1), 10–28. https://doi.org/10.1080/19463014.2018.1555768

Seedhouse, P., & Walsh, S. (2010). Learning a second language through classroom interaction Conceptualising ‘learning in applied linguistics (pp. 127–146). Springer.

Sidnell, J. (2010). Conversation analysis: An introduction. Wiley - Blackwell.

Svennevig, J. (2018). Decomposing Turns to Enhance Understanding by L2 Speakers. Res Lang Soc Interact, 51(4), 398–416.

Toerien, M. (2014). Conversations and conversation analysis. In Flick, U. (2014). The Sage handbook of qualitative data analysis. : Sage

Walper, K., Reed, D., & Marsden, H. (2021). Designedly incomplete elicitations: Teachers’ multimodal practices to mobilize student-next action in Chilean secondary EFL classrooms. Classroom Discourse, 1–21.

Walsh, S. (2006). Investigating classroom discourse: Routledge.

Walsh, S. (2011). Exploring classroom discourse: Language in action: Routledge.

Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh University Press.

Walsh, S., & Li, L. (2013). Conversations as space for learning. Int J Appl Linguist, 23(2), 247–266.

Waring, H. Z. (2012). ‘Any Questions?’: Investigating the nature of understanding-checks in the language classroom. TESOL Quarterly 46(4), 722–752. https://doi.org/10.1002/tesq.48

Young, R. F. (2011). Interactional competence in language learning, teaching, and testing. In Handbook of research in second language teaching and learning (pp. 426–443). Routledge.