ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME

Aya WATANABE (Language Center, University of Fukui, Japan)
Novitas-Royal
2 1
Yıl: 2016 Cilt: 10 Sayı: 1 Sayfa Aralığı: 48 - 70 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME

Öz:
Bu çalışma, Japonya'da bir okul-sonrası İngilizce programında 4 yıllık bir dönem boyunca toplanan veriye dayanarak eğitime yeni başlayan bir öğrencinin yabancı dil olarak İngilizce kapsamında etkileşimsel yetisinin gelişimini incelemektedir. Bu çalışma, konuşma çözümlemesini kullanarak, öğrencinin çok katılımcılı sınıf içi etkileşimine katılmak için nasıl yöntemler geliştirdiği üzerine odaklanmaktadır. Bu çalışmanın katılımcılarını haftada bir kere dersleri olan tecrübeli bir İngilizce okutmanı ve 9 öğrenci oluşturmaktadır. Doğal gelişen sınıf içi etkileşimleri yeni başlayan öğrencinin tekrarlanan iletişimsel olaylara nasıl katıldığına odaklanarak analiz edilmiştir. Dört farklı dönemden verileri karşılaştıran analiz, öğrencinin tekrarlanan etkileşimsel rutinlere nasıl katıldığını ve öğrencinin dil yeterliğinin nasıl geliştiğini açıklığa kavuşturmaktadır. Uygun dil seçimi, söz sırası alma stratejileri ve farklı sosyal roller alma öğrencinin ikinci dilde artan etkileşimsel yeterliğini göstermektedir. Bu bulgular, öğrencilerin ikinci dilde etkileşimsel yeterliklerini geliştirirlerken etkileşimsel aktiviteleri tamamlamak için yöntemleri nasıl çeşitlendirdiklerini gösteren önceki çalışmaların sonuçlarını tekrarlamaktadır. Bu çalışma sınıf içi etkileşimde etkileşimsel rutinlerin birer kaynak olarak kullanılması ve onların ikinci dilde etkileşimsel yeterliğin gelişimine etkisi ile ilgili alanyazına katkı sağlamaktadır
Anahtar Kelime:

Konular: Dil ve Dil Bilim

-

Öz:
This study explores one novice learner's development of interactional competence in English as a foreign language based on data collected over a 4-year period at an after-school English program in Japan. Using conversation analysis (CA), the study focuses on how the learner develops methods to participate in the multiparty classroom interaction in order to achieve and co-construct a specific recurrent communicative activity led by the teacher. The participants in this study are an experienced English instructor and 9 students who attend the class once a week. Naturally occurring classroom interactions were analyzed focusing on how the novice learner engaged in the recurrent communicative event. By comparing data from four different time periods, the analyses reveal changes in how the learner engaged in the recurrent interactional routines and how the learner's competencies evolved. The utilization of appropriate language choice, turn-taking strategies, and taking on different social roles and patterns of participation, demonstrated his increasing L2 interactional competence. These findings echo the results of previous studies that show how learners diversify methods to accomplish particular interactional activity as they advance their L2 competence. The study contributes to the literature on interactional routines as a resource in classroom interaction and their effect on the development of L2 interactional competence
Anahtar Kelime:

Konular: Dil ve Dil Bilim
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Björk-Willén, P. (2008). Routine trouble: How preschool children participate in multilingual interaction. Applied Linguistics, 29, 555-577.
  • Cekaite, A. (2007). A child's development of interactional competence in a Swedish L2 classroom. The Modern Language Journal, 91, 45-62.
  • Cekaite, A. (2008a). Soliciting teacher attention in an L2 classroom: Affect displays, classroom artefacts, and embodied action. Applied Linguistics, 30, 26-48.
  • Cekaite, A. (2008b). Developing conversational skills in a second language: Language learning affordances in a multiparty classroom setting. In J. Philip, R. Oliver, & A. Mackay (Eds.), Second language acquisition and the younger learner: Child's play? (pp. 105-129). Amsterdam: John Benjamins.
  • Goodwin, C. (1986). Gestures as a resource for the organization of mutual orientation. Semiotica, 62, 29-49.
  • Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32, 1489-1522.
  • Goodwin, C. (2003) Pointing as situated practice. In S. Kita. (Ed.), Pointing: Where language, culture, and cognition meet, (pp. 217-241). Mahwah, NJ: Lawrence Erlbaum.
  • Goodwin, C., & Goodwin, M. H. (2004). Participation. In A. Duranti. (Ed.), A companion to linguistic anthropology, (pp. 222-244). Maldan: Blackwell.
  • Gullberg, M. (2006). Some reasons for studying gesture and second language acquisition. International Review of Applied Linguistics, 44, 103-124.
  • Hall, J. K. (1993). The role of oral practices in the accomplishment of our everyday lives: The sociocultural dimension of interaction with implications for the learning of another language. Applied Linguistics, 14, 145-17.
  • Hall, J. K., Hellermann, J., & Pekarek Doehler, S. (Eds.) (2011). L2 Interactional Competence and Development. Tonawanda, NY: Multilingual Matters.
  • Hall, J. K., & Pekarek Doehler, S. (2011). L2 Interactional Competence and Development. In J. K. Hall, J. Hellermann, & S. Pekarek Doehler (Eds.), L2 interactional competence and development, (pp. 1-15). Tonawanda, NY: Multilingual Matters.
  • Hauser, E. (2009). Turn-taking and primary speakership during a student discussion. In H. Nguyen, & G. Kasper (Eds.). Talk-in-interaction: Multilingual perspectives, (pp. 215-244). Honolulu: University of Hawaii, National Foreign Language Resource Center.
  • Heath, C. (1984). Talk and recipiency: sequential organization in speech and body movement. In J. Atkinson, & J. Heritage (Eds.), Structures in social action: Studies in conversation analysis, (pp. 247-265). Cambridge: Cambridge University Press.
  • Heritage, J. (1984). A change of state token and aspects of its sequential placement. In J. Atkinson & J. Heritage (Eds.), Structures in social action: Studies in conversation analysis, (pp. 299-345). Cambridge: Cambridge University Press.
  • Heritage, J. (2004). Conversation analysis and institutional talk: Analyzing data. In D. Silverman (Ed.), Qualitative research: Theory, method and practice, (pp. 222- ). London: Sage Publications.
  • Heritage, J. (2005). Conversation analysis and institutional talk. In K. L. Fitch, & R. E. Sanders (Eds.), Handbook of language and social interaction, (pp. 103- ). Mahwah: Lawrence Erlbaum.
  • Hellermann, J. (2008). Social actions for classroom language learning. Clevedon: Multilingual Matters.
  • Hester, S., & Eglin, P. (Eds). (1997). Culture in action: Studies in membership categorization analysis. Washington: University Press of America.
  • Hutchby, I., & Wooffitt, R. (2008). Conversation analysis. (2nd edition). Cambridge: Polity Press.
  • Ishida, M. (2009). Development of interactional competence: Changes in the use of ne in L2 Japanese during study abroad. In H. Nguyen, & G. Kasper (Eds.), Talk- in-interaction: Multilingual perspectives, (pp.351-385). Honolulu: University of Hawai'i, National Foreign Language Resource Center.
  • Ishida, M. (2011). Engaging in another person's telling as a recipient in L2 Japanese: Development of interactional competence during one-year study abroad. In G. Pallotti, & J. Wagner (Eds.), L2 learning as social practice: Conversation- analytic perspectives, (pp. 45-85). Honolulu: University of Hawai'i, National Foreign Language Resource Center.
  • Kanagy, R. (1999). Interactional routines as a mechanism for L2 acquisition and socialization in an immersion context. Journal of Pragmatics, 31, 1467-1492.
  • Kasper, G., & Wagner, J. (2014). Conversation Analysis in Applied Linguistics. Annual Review of Applied Linguistics, 34, 171-212.
  • Koshik, I. (2002). "Designedly incomplete utterances": A pedagogical practice for eliciting knowledge displays in error correction sequences. Research on Language and Social Interaction, 5, 277-309.
  • Kramsch, C. (1986). From language proficiency to interactional competence. The Modern Language Journal, 70(4), 366-372.
  • Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. New York, NY: Oxford University Press.
  • Mori, J. (2007). Border crossings? Exploring the intersection of second language acquisition, conversation analysis, and foreign language pedagogy. The Modern Language Journal, 91, 849-862.
  • Mortensen, K. (2016). The body as a resource for other-initiation of repair: Cupping the hand behind the ear. Research on Language and Social Interaction, 49 (1), 57.
  • Nguyen, H. (2006). Constructing 'expertness': A novice pharmacist's development of interactional competence in patient consultations. Communication & Medicine, 3, 147-160.
  • Nguyen, H. (2008). Sequential organization as local and longitudinal achievement. Text & Talk, 28, 501-528.
  • Nguyen, H. (2012). Developing interactional competence: A conversation-analytic study of patient consultations in pharmacy. Basingstoke: Palgrave Macmillan.
  • Ohta, A. (1999). Interactional routines and socialization of interactional style in adult learners of Japanese. Journal of Pragmatics, 31, 1493-1512.
  • Ohta, A. (2001). Second language acquisition processes in the classroom. Mahwah: Lawrence Erlbaum.
  • Pekarek Doehler, S., & Pochon-Berger, E. (2011). Developing 'methods' for interaction: A cross-sectional study of disagreement sequences in French L2. In J. K. Hall, J. Hellermann, & S. Pekarek Doehler, (Eds.), L2 interactional competence and development, (pp. 206-243). Tonawanda: Multilingual Matters.
  • Peters, A. M., & Boggs, S. T. (1986). Interactional routines as cultural influences upon language acquisition. In B. Schiefelin, & E. Ochs (Eds). Language socialization across cultures, (pp.80-96). Cambridge: Cambridge University Press.
  • Sacks, H. (1992). Lectures on Conversation (Vol. I and II). Oxford: Blackwell.
  • Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50, 696-735.
  • Schegloff, E. A. (1986). The routine as achievement. Human Studies, 9, 111-151.
  • Schegloff, E. A. (1992). On talk and its institutional occasions. In P. Drew, & J. Heritage (Eds.), Talk at work: interaction in institutional settings, (pp. 101- ). Cambridge: Cambridge University Press.
  • Schieffelin, B., & Ochs, E. (1986). Language socialization. Annual Review of Anthropology, 15, 163-191.
  • Sert, O. (2015). Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press.
  • Sinclair, J. M., & Coulthard, R. M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
  • Wenger, E. (1998). Communities of Practice: Language, learning, and meaning. Cambridge: Cambridge University Press.
  • Wong, J., & Waring, Z. (2008). 'Very good' as a teacher response. ELT Journal, 63(3), 203.
  • Young, R. F. (1999). Sociolinguistic approaches to SLA. Annual Review of Applied Linguistics, 19, 105-132.
  • Young, R. F. (2000). Interactional competence: Challenges for validity. Paper presented at the Language Testing Research Colloquium. Vancouver, Canada.
  • Young, R. F., & Miller, E. (2004). Learning as changing participation: Discourse roles in ESL writing conferences. The Modern Language Journal, 88(4), 519-535.
  • Zimmerman, D. H. (1998). Identity, context and interaction. In C. Antaki, & S. Widdicombe (Eds.), Identities in talk, (pp. 87-106). London: Sage.
  • Zimmerman, D. H. (1999). Horizontal and vertical comparative research in language and social interaction. Research on Language and Social Interaction, (1&2), 195-203.
APA WATANABE A (2016). ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME. , 48 - 70.
Chicago WATANABE Aya ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME. (2016): 48 - 70.
MLA WATANABE Aya ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME. , 2016, ss.48 - 70.
AMA WATANABE A ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME. . 2016; 48 - 70.
Vancouver WATANABE A ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME. . 2016; 48 - 70.
IEEE WATANABE A "ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME." , ss.48 - 70, 2016.
ISNAD WATANABE, Aya. "ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME". (2016), 48-70.
APA WATANABE A (2016). ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME. Novitas-Royal, 10(1), 48 - 70.
Chicago WATANABE Aya ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME. Novitas-Royal 10, no.1 (2016): 48 - 70.
MLA WATANABE Aya ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME. Novitas-Royal, vol.10, no.1, 2016, ss.48 - 70.
AMA WATANABE A ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME. Novitas-Royal. 2016; 10(1): 48 - 70.
Vancouver WATANABE A ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME. Novitas-Royal. 2016; 10(1): 48 - 70.
IEEE WATANABE A "ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME." Novitas-Royal, 10, ss.48 - 70, 2016.
ISNAD WATANABE, Aya. "ENGAGING IN AN INTERACTIONAL ROUTINE IN EFL CLASSROOM: THE DEVELOPMENT OF L2 INTERACTIONAL COMPETENCE OVER TIME". Novitas-Royal 10/1 (2016), 48-70.
Sayfa Oluşturulma Tarihi
17-04-2024 5:12

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları