Code-Switching to Know a TL Equivalent of an L1 Word: Request-Provision-Acknowledgement (RPA) Sequence

Autor/in	Lucero, Edgar
Titel	Code-Switching to Know a TL Equivalent of an L1 Word: Request-Provision-Acknowledgement (RPA) Sequence
Quelle	In: HOW, 18 (2011) 1, S.58-72 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0120-5927
Schlagwörter	Code Switching (Language); Discourse Analysis; Speech Acts; English (Second Language); Second Language Learning; Second Language Instruction; College Students; Classroom Communication; Teaching Methods; Native Language; Communication Strategies; Teacher Student Relationship; Video Technology; Audio Equipment + Suchen Sie Ihr Suchwort? Diskursanalyse; Sprechakt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Collegestudent; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Kommunikationsstrategie; Teacher student relationships; Lehrer-Schüler-Beziehung; Audio-CD
Abstract	This article focuses on the learner's use of Code-switching to learn the TL (Target Language) equivalent of an L1 word. The interactional pattern that this situation creates defines the Request-Provision-Acknowledgement (RPA) sequence. The article explains each of the turns of the sequence under the combination of the Ethnomethodological Conversation Analysis and the Speech Act Analysis. The RPA sequence emerges from the analysis of a set of observations of EFL learners at university level. The insights of this study suggest that this RPA sequence presents pedagogical implications in the dynamics of classroom interaction and the way language learners and teachers negotiate meaning in class. (As Provided).
Anmerkungen	ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01