Interaction in a Chinese as a foreign language classroom: A conversation analysis approach

dc.contributor.advisor Brown, James D.
dc.contributor.author Rylander, John en_US
dc.date.accessioned 2016-05-09T21:46:02Z
dc.date.available 2016-05-09T21:46:02Z
dc.date.issued 2004 en_US
dc.description.abstract The following research involves the use of Conversation Analysis (CA) in the analysis of classroom discourse within a year-long university level Chinese as a Foreign Language (CFL) course. The goals of the research were: (a) to look at how a specific, two-part activity within a CFL classroom is bounded by a pre-allocated instructor turn, (b) how the turn-taking structure of the activity is organized in terms of question/answer adjacency pairs, (c) how repair occurs within the data and whether, as well as in what form, uptake exists, and (d) how students orient to the on-going speech in general by incorporating the lexical and grammatical elements of the conversation within their turn-taking strategy. Findings show that though the instructor provided little repair, learners were generally receptive to it and produced uptake, and that the on-going classroom interaction provided linguistic input rich enough that participants were able to incorporate lexical items from it for use in their own talk. en_US
dc.format.digitalorigin reformatted digital en_US
dc.format.extent 78 pages en_US
dc.identifier.uri http://hdl.handle.net/10125/40666
dc.language eng en_US
dc.relation.ispartof University of Hawai'I Second Langauge Studies Paper 23(1)
dc.title Interaction in a Chinese as a foreign language classroom: A conversation analysis approach en_US
dc.type Second Language Studies Paper en_US
dc.type.dcmi Text en_US
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