Language Moments in Second Language Interaction: Relevance of Understanding to Learning

Autor/in	Lee, Yo-An
Titel	Language Moments in Second Language Interaction: Relevance of Understanding to Learning
Quelle	In: English Teaching, 78 (2023) 1, S.145-168 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Discourse Analysis; Language Usage; Interaction Process Analysis; Educational Change; Teaching Methods; Classroom Communication; Error Correction; Foreign Students; Computational Linguistics; Language Teachers; Teacher Student Relationship; Writing Instruction; Speech Communication; Learning Processes; College Students + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Diskursanalyse; Sprachgebrauch; Prozessanalyse; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Korrektur; Linguistics; Computerlinguistik; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Schreibunterricht; Learning process; Lernprozess; Collegestudent
Abstract	Interactional modification is important in SLA research because it involves correcting problematic L2 use. However, not all modifications will lead to pedagogical changes. Participants in conversational interactions are not always oriented to linguistic forms or functions. One way to address this dilemma is to examine the process by which participants come to terms with problematic L2 use in interactional exchanges. "Language moments" refer to cases in which L2 forms and functions are objects of interactive exchanges in L2 interactions. Through conversation analysis, the present study uncovered four different types in which participants in L2 interaction discovered and acted on language moments in terms of the degree of explicitness in recognizing and addressing problematic L2 use. This study used data from ESL classroom interactions that featured native teachers of English and L2 learners in an US context. This descriptive account of interactional processes might complement prior research studies that have focused on effects of interactional modification. (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