ppt use ca data authentic input
The Use o f C o nve rsa tio n Ana lysis Da ta a s Authe ntic Inp ut*
Sa ri Hid a ya ti, M.A.
Yo g ya ka rta Sta te Unive rsity
sa ri_hid @ ya ho o .c o m/ sa ri_hid a ya ti@ uny.a c .id
This p a p e r a tte mp ts to
• sho w ho w na tura lly o c c uring ta lks a s C o nve rsa tio n Ana lysis
(C A) d a ta c a n b e a d o p te d in se c o nd / fo re ig n la ng ua g e
c la ssro o ms a s a uthe ntic le a rning ma te ria ls.
I. C o nve rsa tio n Ana lysis a nd Se c o nd La ng ua g e Le a rning
C o nve rsa tio n Ana lysis:
• in its o rig in, w a s initia te d b y so c io lo g ists Sa c ks a nd Sc he g lo ff
• se e n a s a so c io lo g ic a l ‘ na tura listic o b se rva tio na l d isc ip line
tha t c o uld d e a l w ith the d e ta ils o f so c ia l a c tio n rig o ro usly,
e mp iric a lly a nd fo rma lly’ (Sc he g lo ff & Sa c ks 1973, p . 289).
*Pa p e r p re se nte d in the Third UAD TEFLIN Inte rna tio na l C o nfe re nc e ,
Yo g ya ka rta , Se p te m b e r 17-18, 2014
1
In its d e ve lo p m e nt, ta king se c o nd la ng ua g e
c la ssro o m s a s the se tting s, C A ha s ha d a g ro w ing
im p a c t o n
•
stud ie s o f se c o nd la ng ua g e ta lk, c la ssro o m inte ra c tio n a nd
se c o nd la ng ua g e le a rning (G a rd ne r, 2002), a nd
•
the fie ld o f la ng ua g e le a rning a nd la ng ua g e te a c hing a s w e ll
a s Ap p lie d Ling uistic s (Se e d ho use , 2005), suc h a s te a c hing
la ng ua g e s fo r sp e c ific p urp o se s, la ng ua g e te a c hing ma te ria ls
d e sig n, la ng ua g e p ro fic ie nc y a sse ssme nt, la ng ua g e
c la ssro o m inte ra c tio n, NS-NNS (na tive / no n-na tive sp e a ke r)
ta lk, a nd c o d e -sw itc hing .
2
To e xp lo it C A d a ta fo r the le a rning a nd te a c hing in La ng ua g e fo r
Sp e c ific Purp o se s c la ssro o ms, Ja c o b y (1998) sug g e sts the
fo llo w ing w a ys:
•
First, C A d a ta c a n b e e xtra c te d fo r p e d a g o g ic a l c o nte nt a nd
to info m le a rne rs o f c rite ria fo r c o mmunic a tive suc c e ss.
•
Bring in d a ta sa mp le s to c la ss fo r the stud e nts to o b se rve ,
a na lyze a nd a p p re c ia te .
•
Fina lly, it is sug g e ste d tha t C A d a ta b e use d to c o mp a re
c o mme rc ia l La ng ua g e fo r Sp e c ific Purp o se s te a c hing
ma te ria ls w ith the na tura l re a lity o b se rve d in the d a ta .
3
II. Wha t Do Co nve rsa tio n Ana lysis Da ta Info rm ?
A.
O rg a niza tio n o f Se q ue nc e s
•
g ro und s fo r a d ja c e nc y p a irs, whic h a re ine vita b ly c o nne c te d to the
p re fe re nc e o rg a niza tio n syste m, suc h a s p re fe rre d re sp o nse , fo r
e xa mp le a c c e p ting a n invita tio n, o r d isp re fe rre d re sp o nse , fo r
e xa mp le d e c lining a n invita tio n.
•
C A d a ta p ro vid e info rma tio n o n ho w a c o nve rsa tio n sho uld b e
o rg a nize d in a c c o rd a nc e with the so c ia l func tio ns.
•
C A d a ta a re in p la c e to we ll p ic ture the g a p b e twe e n d ia lo g ue s
p re se nte d in te xtb o o ks a nd na tura lly o c c uring inte ra c tio ns.
Wo ng (2002)
te le p ho ne d ia lo g ue s in te xtb o o ks d id no t re fle c t
na tura lly o c c uring te le p ho ne d ia lo g ue s.
•
C A-b a se d ma te ria ls e q uip le a rne rs with inte ra c tio na l skills, e .g .
p ro d uc ing a c o he re nt turn a nd a d o p ting a p p ro p ria te turn ta king
syste m.
4
C o nsid e r the fo llo wing tra nsc rip t
1. Pa ul : hi Ja n ho w a re yo u↓
2. Ja n : g ’ d a y Pa ul↓ I’ m g o o d ↑
3. Ja n : g e e it wa s c o ld this m o rning tho ug h, wa sn’ t it↓
4. Ja n : it wa s re a lly ha rd g e tting o ut o f b e d ↓
5. Pa ul : it c e rta inly wa s↓ I re a lly d id n’ t wa nt to g e t o ut o f b e d a nd to
6. Pa ul : wo rk↓
7. Ja n : no : still it is Frid a y↓
8. Pa ul : I kno w isn’ t it g re a t↑
9. Ja n : [ye a h↓
10. Pa ul: [a nd it’ s sup p o se d to b e g o o d o n the we e ke nd ↑ the
we a the r↑
11. Ja n : ye a h↑ b a rb e q ue we a the r↑ thirty d e g re e s_
12. Pa ul: fa nta stic
13. Ja n : ye a h, g re a t↓
Ba ra ja -Ro ha n’ s (2011)
5
So m e re so urc e s o f a d ja c e nc y p a irs o f, a m o ng o the rs,
re sp o nse to ke ns:
•
•
•
‘ I’ m g o o d ’ (line 2) ma d e a s the re sp o nse to ‘ ho w a re yo u’ ,
‘ it c e rta inly w a s’ (line 5) a s the re sp o nse to utte ra nc e ma d e b y
Ja n in line 3 a nd 4, a nd
‘ g ’ d a y Pa ul’ in line 2
kno w le d g e o f so c io c ultura l no rm
In b rie f, e xp lic it e xp la na tio n a b o ut the id e a s o f
a d ja c e nc y p a irs is ve ry im p o rta nt a s tha t w ill ra ise
le a rne rs’ a w a re ne ss o n ho w to re sp o nd to c e rta in
p rio r utte ra nc e .
6
B. Re a l life la ng ua g e
•
C A d a ta a re ta ke n fro m re a l life c o nve rsa tio ns in a uthe ntic
situa tio ns
the d a ta c o nta in la ng ua g e s use d in re a l life
situa tio ns.
•
Emp lo ying C A d a ta in c la ssro o m w ill the n b e ne fit le a rne rs in
tha t the y w ill b e e xp o se d to a uthe ntic la ng ua g e s use d in
ta rg e t situa tio ns.
Re fe rring b a c k to the p re vio us tra nsc rip t (Ba rra ja -Ro ha n, 2011):
so me use ful e xp re ssio ns a re w o rth le a rning .
7
The ling uistic e le m e nts:
• the use o f a q ue stio n ta g o f ‘wa sn’t it’ (line 3) a s the a lte rna te
use o f ‘ ye s’ o r ‘ rig ht’
• ‘it c e rta inly wa s’ (line 6), ‘no ’ (line 7), ‘ye a h’ (line 9, 11, 13),
‘fa nta stic ’ (line 12) a nd ‘g re a t’ (line 13), w hic h sho w a se nse o f
a g re e me nt
a s a lte rna te w a ys o f e xp re ssing
a c kno w le d g e me nt o r a g re e me nt inste a d o f simp ly ‘ ye s’ o r
‘ o ka y’
• a to ke n o f ‘no ’ in line 7, ma d e to a g re e w ith ne g a tive
e xp re ssio n o f ‘ d id n’ t w a nt’ in line 5.
•
This p a tte rn e mp lo ys d iffe re nt rule s fro m tha t in Ba ha sa
Ind o ne sia in w hic h ‘ ye s’ is use d to e xp re ss a g re e m e nt w ith a ny
e xp re ssio ns inc lud ing ne g a tive o ne s.
So c io c ultura l kno wle d g e : (ta king p la c e in Austra lia n c o nte xt)
• a n e xp re ssio n o f ‘g ’d a y Pa ul’ (line 2) ma d e a s a re sp o nse to a
g re e ting ‘ ho w a re yo u’ (line 1)
• ‘ye a h’ a s re sp o nse (line 9, 11) a nd fo llo w -up (line 13),
d isc usse d to e xp la in w hic h c o nte xt o f situa tio n the
c o nve rsa tio n to o k p la c e .
8
Autho r’ s o wn d a ta (2014)
a n e xa m p le o f C A d a ta p o te ntia lly use d to le a rn the use
o f g a p fille rs a s a stra te g y to ma inta in the flo o r.
1. Ja ne :
2.
3. Q :
4. Ja ne :
5. Q :
6. Ja ne :
7. Q :
8.
9.
10. Ja ne :
11. Q :
12.
13. Ja ne :
14. Q :
15.
16. Ja ne :
17. Q :
18. Ja ne :
19. Q :
20. Ja ne :
21. Q :
Ho w’ re yo u fe e ling Q ? Are yo u re a d y..re a d y to le a ve o r fe e ling re a lly sa d
a b o ut le a ving Jo g ja ?
Ye a h..I’ m re a d y to le a ve ...[yup yup .. um m I’ m p re tty
[ye a h
fine ..I re a lly e njo y m y tim e he re (.) b ut um m I’ m re a d y to g o [ho m e ]
[ye a h ]
a nd whe n I g e t ho m e (.) I d o n’ t kno w I’ d just se e wha t ha p p e n (.) I d o n’ t
kno w ho w it’ s g o nna b e a fte r b e ing a wa y fo r a ye a r e r yo u [kno w] we ta lk
‘ b o ut c ulture
[ye a h ]
sho c k a nd tha t kind o f thing s a nd I just so rt o f p re p a re fo r [it a nd [p re p a re fo r
the fa c t tha t whe n I g e t b a c k
[ye a h [ye a h
yo u kno w within a mo nth o r two I wa nna g e t o n the m o ve a g a in (.) so ..I
d o n’ t [kno w]..I g o t no p la n..a t this
[ye a h]
sta g e e ve rything ’ s in the a ir e r.. if we d o te so l [c o urse ]
[yup ]
tha t’ ll o p e n up a lo t o f o p p o rtunity fo r [tra ve l] m o re ..so ..
[yup ]
we ’ ll se e .. ye a h..
9
•
Imp o rta nt to no te tha t Q uinte n’ s use s o f g a p fille rs a p p a re ntly
a ssist him in se a rc hing fo r id e a s a nd thus fo rmula ting his
utte ra nc e , a s se e n fo r insta nc e in the use o f ’ I d o n’ t kno w ’
(line s 7-8,14-15) a nd ‘ so ’ (line s 14, 19).
•
With re g a rd to fo re ig n/ se c o nd la ng ua g e le a rning the
tra nsc rip t p o te ntia lly info rms le a rne rs o f the use o f fille rs a s a
stra te g y to ma inta in the flo o r ho w , w he n a nd w hic h fille r to
sa y.
10
III. Co nc lud ing Re m a rks
This p a p e r ha s sho w n tha t C A d a ta c a n p o te ntia lly b e
inc o rp o ra te d in fo re ig n/ se c o nd la ng ua g e c la ssro o ms in tha t:
•
•
•
•
First, C A-b a se d p e d a g o g ic a l a p p ro a c h is a d o p te d to te a c h
inte ra c tio na l c o mp e te nc e , ra ise le a rne rs’ a w a re ne ss o f rule s
a nd struc ture o f c o nve rsa tio ns so tha t le a rne rs c a n ma na g e to
b e e ffe c tive c o nve rsa tio na lists.
Se c o nd , C A d a ta o r find ing s c a n b e c o nsid e re d a uthe ntic
ma te ria ls a s the y p ro vid e re a l life la ng ua g e .
In b rie f, C A d a ta p ro vid e la ng ua g e te a c hing le a rning p ro c e ss
w ith d isc ussio n o f no t o nly ho w b ut a lso wha t to sa y in o rd e r to
a p p ro p ria te ly c o nstruc t ta lk.
Fo r the im p lic a tio ns to fo re ig n/ se c o nd la ng ua g e p e d a g o g y,
using C A b a se d te a c hing ma te ria ls ind e e d re q uire s te a c he rs’
a nd ma te ria l d e sig ne rs’ a na lysis skills a nd a d e q ua te
kno w le d g e o n p rinc ip le s o f C A to ma ke se nse the d a ta a s the
b a se s o f the ma te ria l d e sig ns.
11
Re fe re nc e s
Ba rra ja -Ro ha n, A. (2011). Using c o nve rsa tio n a na lysis in the se c o nd la ng ua g e c la ssro o m to te a c h inte ra c tio na l
c o m p e te nc e . La ng ua g e Te a c hing Re se a rc h, 15(4), 479–507.
G a rd ne r, R. (2002). C o nve rsa tio n Ana lysis a nd o rie nta tio n to le a rning . Jo urna l o f Ap p lie d Ling uistic s, 5 (3), 229-244.
Ja c o b y, S. (1998a ). Ho w c a n ESP p ra c titio ne rs ta p into situa te d d isc o urse re se a rc h: And why sho uld we ? (Pa rt 1).
Eng lish fo r Sp e c ific Purp o se s Ne ws 7(1), 1–10.
Ja c o b y, S. (1998b ). Ho w c a n ESP p ra c titio ne rs ta p into situa te d d isc o urse re se a rc h: And why sho uld we ? (Pa rt 2).
Eng lish fo r Sp e c ific Purp o se s Ne ws 7 (2), 4–10.
Mc C a rthy, M. (2000). Disc o urse Ana lysis fo r La ng ua g e Te a c he rs. C a m b rid g e : C a m b rid g e Unive rsity Pre ss.
Mitc he ll, R. & Myle s, F. (1998). Se c o nd la ng ua g e le a rning the o rie s. O xfo rd : O xfo rd Unive rsity
Pre ss.
Se e d ho use , P. (2005a ). C o nve rsa tio n a na lysis a nd la ng ua g e le a rning . La ng ua g e Te a c hing , 38, 165-187.
Sc he g lo ff, E. A. (1986). The ro utine a s a c hie ve m e nt. Huma n Stud ie s 9, 111-151.
Sc he g lo ff, E. A. (2007). Se q ue nc e o rg a niza tio n in inte ra c tio n: A p rime r in c o nve rsa tio n a na lysis. C a m b rid g e : C a m b rid g e
Unive rsity Pre ss.
Sc he g lo ff, E. A. & Sa c ks, H. (1973). O p e ning up c lo sing s. Se mio tic a 7, 89–327.
Sc he g lo ff, E. A., Ko shik, I., Ja c o b y, S. & O lshe r, D. (2002). C o nve rsa tio n Ana lysis a nd a p p lie d ling uistic s. Annua l Re vie w o f
Ap p lie d Ling uistic s 22, 3–31.
Wo ng , J. (2002). “ Ap p lying ” c o nve rsa tio n a na lysis in a p p lie d ling uistic s: Eva lua ting d ia lo g ue in Eng lish a s a se c o nd
la ng ua g e te xtb o o ks. Inte rna tio na l Re vie w o f Ap p lie d Ling uistic s in La ng ua g e Te a c hing , 40 (1), 37-60.
12
Sa ri Hid a ya ti, M.A.
Yo g ya ka rta Sta te Unive rsity
sa ri_hid @ ya ho o .c o m/ sa ri_hid a ya ti@ uny.a c .id
This p a p e r a tte mp ts to
• sho w ho w na tura lly o c c uring ta lks a s C o nve rsa tio n Ana lysis
(C A) d a ta c a n b e a d o p te d in se c o nd / fo re ig n la ng ua g e
c la ssro o ms a s a uthe ntic le a rning ma te ria ls.
I. C o nve rsa tio n Ana lysis a nd Se c o nd La ng ua g e Le a rning
C o nve rsa tio n Ana lysis:
• in its o rig in, w a s initia te d b y so c io lo g ists Sa c ks a nd Sc he g lo ff
• se e n a s a so c io lo g ic a l ‘ na tura listic o b se rva tio na l d isc ip line
tha t c o uld d e a l w ith the d e ta ils o f so c ia l a c tio n rig o ro usly,
e mp iric a lly a nd fo rma lly’ (Sc he g lo ff & Sa c ks 1973, p . 289).
*Pa p e r p re se nte d in the Third UAD TEFLIN Inte rna tio na l C o nfe re nc e ,
Yo g ya ka rta , Se p te m b e r 17-18, 2014
1
In its d e ve lo p m e nt, ta king se c o nd la ng ua g e
c la ssro o m s a s the se tting s, C A ha s ha d a g ro w ing
im p a c t o n
•
stud ie s o f se c o nd la ng ua g e ta lk, c la ssro o m inte ra c tio n a nd
se c o nd la ng ua g e le a rning (G a rd ne r, 2002), a nd
•
the fie ld o f la ng ua g e le a rning a nd la ng ua g e te a c hing a s w e ll
a s Ap p lie d Ling uistic s (Se e d ho use , 2005), suc h a s te a c hing
la ng ua g e s fo r sp e c ific p urp o se s, la ng ua g e te a c hing ma te ria ls
d e sig n, la ng ua g e p ro fic ie nc y a sse ssme nt, la ng ua g e
c la ssro o m inte ra c tio n, NS-NNS (na tive / no n-na tive sp e a ke r)
ta lk, a nd c o d e -sw itc hing .
2
To e xp lo it C A d a ta fo r the le a rning a nd te a c hing in La ng ua g e fo r
Sp e c ific Purp o se s c la ssro o ms, Ja c o b y (1998) sug g e sts the
fo llo w ing w a ys:
•
First, C A d a ta c a n b e e xtra c te d fo r p e d a g o g ic a l c o nte nt a nd
to info m le a rne rs o f c rite ria fo r c o mmunic a tive suc c e ss.
•
Bring in d a ta sa mp le s to c la ss fo r the stud e nts to o b se rve ,
a na lyze a nd a p p re c ia te .
•
Fina lly, it is sug g e ste d tha t C A d a ta b e use d to c o mp a re
c o mme rc ia l La ng ua g e fo r Sp e c ific Purp o se s te a c hing
ma te ria ls w ith the na tura l re a lity o b se rve d in the d a ta .
3
II. Wha t Do Co nve rsa tio n Ana lysis Da ta Info rm ?
A.
O rg a niza tio n o f Se q ue nc e s
•
g ro und s fo r a d ja c e nc y p a irs, whic h a re ine vita b ly c o nne c te d to the
p re fe re nc e o rg a niza tio n syste m, suc h a s p re fe rre d re sp o nse , fo r
e xa mp le a c c e p ting a n invita tio n, o r d isp re fe rre d re sp o nse , fo r
e xa mp le d e c lining a n invita tio n.
•
C A d a ta p ro vid e info rma tio n o n ho w a c o nve rsa tio n sho uld b e
o rg a nize d in a c c o rd a nc e with the so c ia l func tio ns.
•
C A d a ta a re in p la c e to we ll p ic ture the g a p b e twe e n d ia lo g ue s
p re se nte d in te xtb o o ks a nd na tura lly o c c uring inte ra c tio ns.
Wo ng (2002)
te le p ho ne d ia lo g ue s in te xtb o o ks d id no t re fle c t
na tura lly o c c uring te le p ho ne d ia lo g ue s.
•
C A-b a se d ma te ria ls e q uip le a rne rs with inte ra c tio na l skills, e .g .
p ro d uc ing a c o he re nt turn a nd a d o p ting a p p ro p ria te turn ta king
syste m.
4
C o nsid e r the fo llo wing tra nsc rip t
1. Pa ul : hi Ja n ho w a re yo u↓
2. Ja n : g ’ d a y Pa ul↓ I’ m g o o d ↑
3. Ja n : g e e it wa s c o ld this m o rning tho ug h, wa sn’ t it↓
4. Ja n : it wa s re a lly ha rd g e tting o ut o f b e d ↓
5. Pa ul : it c e rta inly wa s↓ I re a lly d id n’ t wa nt to g e t o ut o f b e d a nd to
6. Pa ul : wo rk↓
7. Ja n : no : still it is Frid a y↓
8. Pa ul : I kno w isn’ t it g re a t↑
9. Ja n : [ye a h↓
10. Pa ul: [a nd it’ s sup p o se d to b e g o o d o n the we e ke nd ↑ the
we a the r↑
11. Ja n : ye a h↑ b a rb e q ue we a the r↑ thirty d e g re e s_
12. Pa ul: fa nta stic
13. Ja n : ye a h, g re a t↓
Ba ra ja -Ro ha n’ s (2011)
5
So m e re so urc e s o f a d ja c e nc y p a irs o f, a m o ng o the rs,
re sp o nse to ke ns:
•
•
•
‘ I’ m g o o d ’ (line 2) ma d e a s the re sp o nse to ‘ ho w a re yo u’ ,
‘ it c e rta inly w a s’ (line 5) a s the re sp o nse to utte ra nc e ma d e b y
Ja n in line 3 a nd 4, a nd
‘ g ’ d a y Pa ul’ in line 2
kno w le d g e o f so c io c ultura l no rm
In b rie f, e xp lic it e xp la na tio n a b o ut the id e a s o f
a d ja c e nc y p a irs is ve ry im p o rta nt a s tha t w ill ra ise
le a rne rs’ a w a re ne ss o n ho w to re sp o nd to c e rta in
p rio r utte ra nc e .
6
B. Re a l life la ng ua g e
•
C A d a ta a re ta ke n fro m re a l life c o nve rsa tio ns in a uthe ntic
situa tio ns
the d a ta c o nta in la ng ua g e s use d in re a l life
situa tio ns.
•
Emp lo ying C A d a ta in c la ssro o m w ill the n b e ne fit le a rne rs in
tha t the y w ill b e e xp o se d to a uthe ntic la ng ua g e s use d in
ta rg e t situa tio ns.
Re fe rring b a c k to the p re vio us tra nsc rip t (Ba rra ja -Ro ha n, 2011):
so me use ful e xp re ssio ns a re w o rth le a rning .
7
The ling uistic e le m e nts:
• the use o f a q ue stio n ta g o f ‘wa sn’t it’ (line 3) a s the a lte rna te
use o f ‘ ye s’ o r ‘ rig ht’
• ‘it c e rta inly wa s’ (line 6), ‘no ’ (line 7), ‘ye a h’ (line 9, 11, 13),
‘fa nta stic ’ (line 12) a nd ‘g re a t’ (line 13), w hic h sho w a se nse o f
a g re e me nt
a s a lte rna te w a ys o f e xp re ssing
a c kno w le d g e me nt o r a g re e me nt inste a d o f simp ly ‘ ye s’ o r
‘ o ka y’
• a to ke n o f ‘no ’ in line 7, ma d e to a g re e w ith ne g a tive
e xp re ssio n o f ‘ d id n’ t w a nt’ in line 5.
•
This p a tte rn e mp lo ys d iffe re nt rule s fro m tha t in Ba ha sa
Ind o ne sia in w hic h ‘ ye s’ is use d to e xp re ss a g re e m e nt w ith a ny
e xp re ssio ns inc lud ing ne g a tive o ne s.
So c io c ultura l kno wle d g e : (ta king p la c e in Austra lia n c o nte xt)
• a n e xp re ssio n o f ‘g ’d a y Pa ul’ (line 2) ma d e a s a re sp o nse to a
g re e ting ‘ ho w a re yo u’ (line 1)
• ‘ye a h’ a s re sp o nse (line 9, 11) a nd fo llo w -up (line 13),
d isc usse d to e xp la in w hic h c o nte xt o f situa tio n the
c o nve rsa tio n to o k p la c e .
8
Autho r’ s o wn d a ta (2014)
a n e xa m p le o f C A d a ta p o te ntia lly use d to le a rn the use
o f g a p fille rs a s a stra te g y to ma inta in the flo o r.
1. Ja ne :
2.
3. Q :
4. Ja ne :
5. Q :
6. Ja ne :
7. Q :
8.
9.
10. Ja ne :
11. Q :
12.
13. Ja ne :
14. Q :
15.
16. Ja ne :
17. Q :
18. Ja ne :
19. Q :
20. Ja ne :
21. Q :
Ho w’ re yo u fe e ling Q ? Are yo u re a d y..re a d y to le a ve o r fe e ling re a lly sa d
a b o ut le a ving Jo g ja ?
Ye a h..I’ m re a d y to le a ve ...[yup yup .. um m I’ m p re tty
[ye a h
fine ..I re a lly e njo y m y tim e he re (.) b ut um m I’ m re a d y to g o [ho m e ]
[ye a h ]
a nd whe n I g e t ho m e (.) I d o n’ t kno w I’ d just se e wha t ha p p e n (.) I d o n’ t
kno w ho w it’ s g o nna b e a fte r b e ing a wa y fo r a ye a r e r yo u [kno w] we ta lk
‘ b o ut c ulture
[ye a h ]
sho c k a nd tha t kind o f thing s a nd I just so rt o f p re p a re fo r [it a nd [p re p a re fo r
the fa c t tha t whe n I g e t b a c k
[ye a h [ye a h
yo u kno w within a mo nth o r two I wa nna g e t o n the m o ve a g a in (.) so ..I
d o n’ t [kno w]..I g o t no p la n..a t this
[ye a h]
sta g e e ve rything ’ s in the a ir e r.. if we d o te so l [c o urse ]
[yup ]
tha t’ ll o p e n up a lo t o f o p p o rtunity fo r [tra ve l] m o re ..so ..
[yup ]
we ’ ll se e .. ye a h..
9
•
Imp o rta nt to no te tha t Q uinte n’ s use s o f g a p fille rs a p p a re ntly
a ssist him in se a rc hing fo r id e a s a nd thus fo rmula ting his
utte ra nc e , a s se e n fo r insta nc e in the use o f ’ I d o n’ t kno w ’
(line s 7-8,14-15) a nd ‘ so ’ (line s 14, 19).
•
With re g a rd to fo re ig n/ se c o nd la ng ua g e le a rning the
tra nsc rip t p o te ntia lly info rms le a rne rs o f the use o f fille rs a s a
stra te g y to ma inta in the flo o r ho w , w he n a nd w hic h fille r to
sa y.
10
III. Co nc lud ing Re m a rks
This p a p e r ha s sho w n tha t C A d a ta c a n p o te ntia lly b e
inc o rp o ra te d in fo re ig n/ se c o nd la ng ua g e c la ssro o ms in tha t:
•
•
•
•
First, C A-b a se d p e d a g o g ic a l a p p ro a c h is a d o p te d to te a c h
inte ra c tio na l c o mp e te nc e , ra ise le a rne rs’ a w a re ne ss o f rule s
a nd struc ture o f c o nve rsa tio ns so tha t le a rne rs c a n ma na g e to
b e e ffe c tive c o nve rsa tio na lists.
Se c o nd , C A d a ta o r find ing s c a n b e c o nsid e re d a uthe ntic
ma te ria ls a s the y p ro vid e re a l life la ng ua g e .
In b rie f, C A d a ta p ro vid e la ng ua g e te a c hing le a rning p ro c e ss
w ith d isc ussio n o f no t o nly ho w b ut a lso wha t to sa y in o rd e r to
a p p ro p ria te ly c o nstruc t ta lk.
Fo r the im p lic a tio ns to fo re ig n/ se c o nd la ng ua g e p e d a g o g y,
using C A b a se d te a c hing ma te ria ls ind e e d re q uire s te a c he rs’
a nd ma te ria l d e sig ne rs’ a na lysis skills a nd a d e q ua te
kno w le d g e o n p rinc ip le s o f C A to ma ke se nse the d a ta a s the
b a se s o f the ma te ria l d e sig ns.
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Re fe re nc e s
Ba rra ja -Ro ha n, A. (2011). Using c o nve rsa tio n a na lysis in the se c o nd la ng ua g e c la ssro o m to te a c h inte ra c tio na l
c o m p e te nc e . La ng ua g e Te a c hing Re se a rc h, 15(4), 479–507.
G a rd ne r, R. (2002). C o nve rsa tio n Ana lysis a nd o rie nta tio n to le a rning . Jo urna l o f Ap p lie d Ling uistic s, 5 (3), 229-244.
Ja c o b y, S. (1998a ). Ho w c a n ESP p ra c titio ne rs ta p into situa te d d isc o urse re se a rc h: And why sho uld we ? (Pa rt 1).
Eng lish fo r Sp e c ific Purp o se s Ne ws 7(1), 1–10.
Ja c o b y, S. (1998b ). Ho w c a n ESP p ra c titio ne rs ta p into situa te d d isc o urse re se a rc h: And why sho uld we ? (Pa rt 2).
Eng lish fo r Sp e c ific Purp o se s Ne ws 7 (2), 4–10.
Mc C a rthy, M. (2000). Disc o urse Ana lysis fo r La ng ua g e Te a c he rs. C a m b rid g e : C a m b rid g e Unive rsity Pre ss.
Mitc he ll, R. & Myle s, F. (1998). Se c o nd la ng ua g e le a rning the o rie s. O xfo rd : O xfo rd Unive rsity
Pre ss.
Se e d ho use , P. (2005a ). C o nve rsa tio n a na lysis a nd la ng ua g e le a rning . La ng ua g e Te a c hing , 38, 165-187.
Sc he g lo ff, E. A. (1986). The ro utine a s a c hie ve m e nt. Huma n Stud ie s 9, 111-151.
Sc he g lo ff, E. A. (2007). Se q ue nc e o rg a niza tio n in inte ra c tio n: A p rime r in c o nve rsa tio n a na lysis. C a m b rid g e : C a m b rid g e
Unive rsity Pre ss.
Sc he g lo ff, E. A. & Sa c ks, H. (1973). O p e ning up c lo sing s. Se mio tic a 7, 89–327.
Sc he g lo ff, E. A., Ko shik, I., Ja c o b y, S. & O lshe r, D. (2002). C o nve rsa tio n Ana lysis a nd a p p lie d ling uistic s. Annua l Re vie w o f
Ap p lie d Ling uistic s 22, 3–31.
Wo ng , J. (2002). “ Ap p lying ” c o nve rsa tio n a na lysis in a p p lie d ling uistic s: Eva lua ting d ia lo g ue in Eng lish a s a se c o nd
la ng ua g e te xtb o o ks. Inte rna tio na l Re vie w o f Ap p lie d Ling uistic s in La ng ua g e Te a c hing , 40 (1), 37-60.
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