Compliment Responses of Non-Native Speakers of Japanese in Natural Conversation versus Classroom Talk

Autor/in	Kitajima, Ryu
Titel	Compliment Responses of Non-Native Speakers of Japanese in Natural Conversation versus Classroom Talk
Quelle	In: Applied Language Learning, 28 (2018) 2, S.49-72 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Japanese; Second Language Learning; Classroom Communication; Pragmatics; Intervention; Second Language Instruction; Teaching Methods; Discourse Analysis; Oral Language; Language Proficiency; English (Second Language); Language Tests; Teaching Assistants; Foreign Students; Native Speakers; College Faculty; College Students; Computer Mediated Communication; Foreign Countries; Majors (Students); Videoconferencing; Intercultural Communication; California; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Japaner; Japanisch; Zweitsprachenerwerb; Klassengespräch; Pragmalinguistik; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Muttersprachler; Fakultät; Collegestudent; Computerkonferenz; Ausland; Interkulturelle Kommunikation; Kalifornien
Abstract	The field of L2 pragmatics demonstrates the effect of instructional intervention on the development of L2 learners' pragmatic competence. Nevertheless, effective instruction requires knowledge of pragmatic performances of L2 learners in naturally occurring conversations, in comparison to those of the target community speakers. This study, using a conversation analytic approach, examines responses of American students of Japanese to compliments issued by native speakers (NS) of Japanese in a dyadic interaction in three different settings: naturally occurring conversations between NSs and nonnative speakers (NNS) outside of classroom, free-topic conversations, and fixed-topic conversations between NSs and NNSs in a classroom setting. The results show that naturally occurring conversations outside of the classroom occasionally provide NNSs with a dispreferred environment which orients them to steer the interactional trajectory to negotiate and create affiliative relations with the interlocutors, using so-called evading strategies, which are often used among speakers of the target community. In contrast, such a sequential environment was not observed in the conversations in a classroom setting. (As Provided).
Anmerkungen	Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/#homepage-
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01