The Case of the Missing 'So': Clarification Requests, Discourse Markers and Achieving Alignment in Spoken Interaction

Autor/in	Donald, Shane
Titel	The Case of the Missing 'So': Clarification Requests, Discourse Markers and Achieving Alignment in Spoken Interaction
Quelle	In: Novitas-ROYAL (Research on Youth and Language), 16 (2022) 1, S.20-33 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Donald, Shane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-4733
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Speech Acts; Language Usage; Discourse Analysis; Private Colleges; Native Speakers; Teaching Methods; Speech Communication; Comparative Analysis; Instructional Materials; Communication Strategies; Foreign Countries; Interviews; Interpersonal Communication; Audio Equipment; Professional Identity; Communication Problems; Taiwan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprechakt; Sprachgebrauch; Diskursanalyse; Privathochschule; Muttersprachler; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Kommunikationsstrategie; Ausland; Interviewing; Interviewtechnik; Interpersonale Kommunikation; Audio-CD; Kommunikationsbarriere
Abstract	Drawing on Conversation Analysis, this paper investigates how an English native speaker interviewer utilizes clarification requests as a form of recipient design during an interview to resolve problems of non-understanding. This data is contrasted with interviews between English language learners at a private university in Taiwan. The findings reveal that learners resolve these problems of misunderstanding through ignoring requests for clarification. It is argued that this represents a lost opportunity to further participation in L2 discourse and hence a forsaken opportunity for L2 language learning. This data illustrates that discourse markers and displays of epistemic status (Heritage, 2012) aid in achieving intersubjectivity and displaying alignment between speakers, furthering language use and participation. This paper investigates how understanding the way in which clarification requests are formulated in interviews between native speakers of English can be utilized to teach EFL learners how to negotiate clarification requests during spoken interaction. This paper adopts the position that pedagogy can be informed by findings generated through Conversation Analytic methods when comparing examples of authentic usage and L2 learner data and that particular discourse patterns should be taught to EFL students through CA-informed classroom tasks and teaching materials related to clarification requests. (As Provided).
Anmerkungen	Children's Research Center-Turkey. Via Tower Is Merkezi, Bestepeler Mahallesi, Nergiz Sokak No 7-35 Sögütözü, Ankara 06530, Turkey. Tel: +90-312-2190219; Fax: +90-312-2190321; e-mail: submissions@novitasroyal.org; Web site: http://www.novitasroyal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01