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首页> 外文学位 >The Role of Context in the Development of Second Language Interactional Competence: A Comparative Microanalysis of Topic Initiation Practices in the Study Abroad Homestay and the Language Classroom
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The Role of Context in the Development of Second Language Interactional Competence: A Comparative Microanalysis of Topic Initiation Practices in the Study Abroad Homestay and the Language Classroom

机译：语境在第二语言互动能力发展中的作用：国外寄宿家庭和语言课堂中话题启动实践的比较微观分析

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摘要

This dissertation research aims to better specify the role of context in the development of second language interactional competence. Drawing on conversation-analytic methods and Wong and Waring's (2010) model of interactional practices, I described and compared the opportunities that two study abroad contexts---the homestay and the language classroom---afforded one language learner to participate in one set of interactional practices---the initiation of new topic talk---throughout a semester-length study abroad program. Specifically, I sought to determine: (a) which methods the participants deployed to initiate new topic talk in each context; (b) which topic initiation methods were deployed exclusively by the learner, exclusively by the proficient speaker, or by both learner and proficient speaker in each context; and (c) how the participants sequentially organized each method of topic initiation in each context. The first set of analyses revealed that the participants made use of five distinct topic initiation methods and that all five methods appeared in both the homestay and the language classroom. The second set of analyses revealed that the affordances for participating as an initiator of new topic talk differed systematically by context, whereby the learner was observed to deploy a wider range of methods for initiating topic talk in the homestay as opposed to the language classroom. The third set of analyses revealed similarities and differences in the ways in which the participants organized topic initiation sequences across the two contexts. With respect to similarities, topic initiation methods appearing during casual pre-class talk interactional periods in the language classroom were often organized using the same basic sequences of turns that were observed in the homestay. Differences, meanwhile, included: (a) variations in sequential trajectories stemming from differences in participation frameworks (i.e., dyadic in the homestay vs. multiparty in the language classroom); (b) differences in the organization of methods between the homestay and pedagogically-oriented mid-class talk interactional periods; (c) differences in the range of topicalizable items; and (d) differences in the activities to which topic talk was directed.;The observed differences in both the distributions and organization of topic initiation methods across the two contexts provide evidence that different learning contexts may afford learners differential opportunities for participating in second language interaction.
机译：本论文的研究旨在更好地说明语境在第二语言互动能力发展中的作用。利用对话分析方法和Wong and Waring（2010）的互动实践模型，我描述并比较了两个留学背景（寄宿家庭和语言教室）为一名语言学习者提供的机会整个学期的留学计划中，如何进行互动练习（新话题的发声）。具体来说，我试图确定：（a）参与者在每种情况下采用了哪些方法来发起新的话题讨论； （b）在每种情况下，学习者专门，熟练的讲者或者是学习者和熟练的讲者都专门采用了哪种主题启动方法； （c）参与者如何在每种情况下依次组织主题发起的每种方法。第一组分析显示，参与者使用了五种不同的主题发起方法，并且所有五种方法都出现在寄宿家庭和语言教室中。第二组分析表明，参加新话题演讲发起人的费用因环境而异，据此观察者发现学习者在寄宿家庭中部署了范围更广的发起话题演讲的方法，而不是语言课堂。第三组分析揭示了参与者在两种情况下组织主题发起序列的方式的相似之处和不同之处。关于相似性，在语言教室的课前闲谈互动期间出现的主题启动方法通常采用与寄宿家庭相同的基本转折顺序进行组织。同时，差异包括：（a）由于参与框架的差异（即寄宿家庭与语言教室中的多方交流），顺序轨迹的差异； （b）寄宿家庭和面向教学的中产阶级谈话互动时期在方法安排上的差异； （c）可主题化项目范围的差异； （d）主题演讲所针对的活动的差异。；在两种情况下观察到的主题发起方法的分布和组织方式的差异提供了证据，表明不同的学习背景可能为学习者提供参与第二语言互动的不同机会。

著录项

  • 作者

    Van Booven, Christopher D.;

  • 作者单位

    New York University.;

  • 授予单位 New York University.;
  • 学科 Foreign language education.;Modern language.;Linguistics.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 264 p.
  • 总页数 264
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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