Offering Exchanges: From Research Data to Classroom Practice

Autor/in	Gesuato, Sara
Titel	Offering Exchanges: From Research Data to Classroom Practice
Quelle	In: TESL-EJ, 25 (2021) 1, (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Speech Acts; Role Playing; Teaching Methods; Native Speakers; North American English; Power Structure; Classification; Discourse Analysis; Social Distance; Heuristics; Cues; Goal Orientation; Written Language; Interpersonal Relationship; Dialogs (Language); Undergraduate Students; Linguistics; Vignettes + Suchen Sie Ihr Suchwort? Sprechakt; Rollenspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Muttersprachler; Amerikanisches Englisch; Classification system; Klassifikation; Klassifikationssystem; Diskursanalyse; Heuristik; Stichwort; Zielorientierung; Zielvorstellung; Geschriebene Sprache; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Dialog; Dialogs; Dialogue; Dialogues; Linguistik
Abstract	This paper addressed the under-investigated question whether speech act moves can be identified and classified in conversation by examining the content, positioning, and strategic role of utterances in turns and turn sequences. To this end, offering exchanges were analysed in the transcripts of 31 open role-plays. These were elicited from American native speakers through written prompts, and exemplified dialogues between interactants differing in terms of social distance and degree of power. In the data examined, the offerers and the offerees produced conversation management moves for opening, closing, and sustaining the interaction (e.g., summoning vs responding to summons), and goal-furthering moves for negotiating the offering exchange in line with their complementary initiating vs responding discursive and speech-act roles (e.g., motivating the offer vs the reaction to it). The study revealed that: the strategies realizing offers and reactions to them were similar across interactional role-relationships; clusters of moves showed preferred sequencing patterns; the interlocutors actively cooperated towards the co-construction of their interaction; and function-detecting heuristic prompts were particularly useful for the identification of moves in turns. Pedagogical implications were drawn from the findings, showing how model scripts may help language learners become familiar with the interactional strategies called for in goal-oriented communication. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01