Precluding and Abandoning Linguistic Repair in Dyadic Online Interactions for L2 Learning

Autor/in	Owens, William
Titel	Precluding and Abandoning Linguistic Repair in Dyadic Online Interactions for L2 Learning
Quelle	In: English Teaching, 77 (2022) 1, S.93-122 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Error Correction; Second Language Learning; Second Language Instruction; Communicative Competence (Languages); Interpersonal Communication; Intercultural Communication; Discourse Analysis; Teacher Student Relationship; Teaching Methods; Computer Mediated Communication; English (Second Language); Employees; Work Environment; Videoconferencing + Suchen Sie Ihr Suchwort? Korrektur; Zweitsprachenerwerb; Fremdsprachenunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Interpersonale Kommunikation; Interkulturelle Kommunikation; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; English as second language; English; Second Language; Englisch als Zweitsprache; Employee; Arbeitnehmer; Beschäftigter; Arbeitsmilieu
Abstract	This investigation uses conversation analysis (CA) to document, in very close detail, how participants-in-interaction manage and organize repair practices in moments when linguistic repair becomes conditionally relevant in conversational or 'chatting' phases of online dyadic L2-learning interactions between a tutor and tutee. Specifically, this study focuses on the phenomena of precluding linguistic repair when it becomes relevant (by making it conditional on quick uptake and completion, and by deploying turn-taking devices to hold the turn when other-correction becomes or seems relevant) and abandoning it when it is in progress. Analysis framed these phenomena not as individual strategies, but as collaborative accomplishments realized through the interactional competence (IC) of the participants, and showed that participants oriented to both pedagogical and social concerns in moments of linguistic repair. Therefore, such moments were key sites for co-construction and configuration of the interactional space as primarily social or pedagogical, or as a complex and conditional interweaving of the two. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01