Nguyen2018a - Revision history

AndreiKorbut: AndreiKorbut moved page Nguyen2016 to Nguyen2018a without leaving a redirect

2021-12-15T17:08:18Z

AndreiKorbut moved page Nguyen2016 to Nguyen2018a without leaving a redirect

AndreiKorbut at 17:08, 15 December 2021

2021-12-15T17:08:09Z

AndreiKorbut at 18:12, 12 January 2020

2020-01-12T18:12:43Z

PaultenHave at 11:02, 8 June 2019

2019-06-08T11:02:57Z

SaulAlbert at 18:37, 13 October 2018

2018-10-13T18:37:31Z

SaulAlbert at 06:18, 24 July 2018

2018-07-24T06:18:15Z

ElliottHoey: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Hanh thi Nguyen; Andre Langevin |Title=Some Interactional Functions of Text in a Text-and-Voice SCMC Chat Session for Language Learning..."

2016-01-21T07:50:55Z

Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Hanh thi Nguyen; Andre Langevin |Title=Some Interactional Functions of Text in a Text-and-Voice SCMC Chat Session for Language Learning..."

New page

{{BibEntry
|BibType=ARTICLE
|Author(s)=Hanh thi Nguyen; Andre Langevin
|Title=Some Interactional Functions of Text in a Text-and-Voice SCMC Chat Session for Language Learning
|Tag(s)=EMCA; CMC; Second language acquisition; Teachers;
|Key=Nguyen-Langevin2016
|Year=2016
|Journal=International Journal of Computer-Assisted Language Learning and Teaching
|Volume=6
|Number=1
|URL=http://www.igi-global.com/article/some-interactional-functions-of-text-in-a-text-and-voice-scmc-chat-session-for-language-learning/143684
|DOI=10.4018/IJCALLT.2016010101
|Abstract=This case study examines the functions of the text mode in a predominantly voice-only SCMC tutoring session. Using conversation analysis with attention paid to the sequential and holistic unfolding of both text and voice turns, the authors found that the bimodal text-and-voice mode was employed in repair, Initiation-Response-Feedback, assessment, and topical talk sequences. Within these sequences, text turns often reinforced voice turns to focus on language forms but also sometimes contributed to rapport-building and emotional emphasis in the voice turns. In addition to supporting voice turns, text turns also performed distinct actions that worked together with the actions in the voice turns such as initiating repair, presenting language examples as objects for consideration, achieving humor, and signaling discourse structure. The findings shed light on the interactional processes in bimodal SCMC for second language teaching and learning.

}}

@@ Line 4: / Line 4: @@
 |Title=Interactional practices across settings: from classroom role-plays to workplace patient consultations
 |Tag(s)=EMCA; Classroom; Workplace; Roleplay
-|Key=Nguyen2016
+|Key=Nguyen2018a
 |Year=2018
 |Language=English

@@ Line 2: / Line 2: @@
 |BibType=ARTICLE
 |Author(s)=Hanh thi Nguyen
-|Title=Interactional Practices across Settings: From Classroom Role-plays to Workplace Patient Consultations
+|Title=Interactional practices across settings: from classroom role-plays to workplace patient consultations
 |Tag(s)=EMCA; Classroom; Workplace; Roleplay
 |Key=Nguyen2016
@@ Line 11: / Line 11: @@
 |Number=2
 |Pages=213–235
-|URL=http://applij.oxfordjournals.org/content/early/2016/03/16/applin.amw007.abstract
+|URL=https://academic.oup.com/applij/article-abstract/39/2/213/2544433
-|DOI=https://doi.org/10.1093/applin/amw007
+|DOI=10.1093/applin/amw007
 |Abstract=This article investigates how learned interactional practices from an instructional setting may be utilized in the workplace setting. I examine how the same novice in a pharmacy employed the practices of sequential organization in role-played patient consultations in the classroom and in subsequent actual patient consultations in a clerkship. I first describe how the novice developed her sequential organization practices in the role-played consultations, then analyze whether and how she utilized these practices in consultations at the pharmacy. I show that interactional practices developed in classroom role-plays were later sustained, eliminated, re-developed, or further modified in the clerkship consultations. In light of the findings, I discuss the strengths and limitations of role-plays as an instructional mode and the promise of conversation analysis for longitudinal studies.
 }}

@@ Line 5: / Line 5: @@
 |Tag(s)=EMCA; Classroom; Workplace; Roleplay
 |Key=Nguyen2016
-|Year=2016
+|Year=2018
 |Language=English
 |Journal=Applied Linguistics

@@ Line 3: / Line 3: @@
 |Author(s)=Hanh thi Nguyen
 |Title=Interactional Practices across Settings: From Classroom Role-plays to Workplace Patient Consultations
-|Tag(s)=EMCA; Classroom, Workplace, Role play;
+|Tag(s)=EMCA; Classroom; Workplace; Roleplay
 |Key=Nguyen2016
 |Year=2016

← Older revision	Revision as of 17:08, 15 December 2021
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@@ Line 1: / Line 1: @@
 {{BibEntry
 |BibType=ARTICLE
-|Author(s)=Hanh thi Nguyen; Andre Langevin
+|Author(s)=Hanh thi Nguyen
-|Title=Some Interactional Functions of Text in a Text-and-Voice SCMC Chat Session for Language Learning
+|Title=Interactional Practices across Settings: From Classroom Role-plays to Workplace Patient Consultations
-|Tag(s)=EMCA; CMC; Second language acquisition; Teachers;
+|Tag(s)=EMCA; Classroom, Workplace, Role play;
-|Key=Nguyen-Langevin2016
+|Key=Nguyen2016
 |Year=2016
-|Journal=International Journal of Computer-Assisted Language Learning and Teaching
+|Language=English
-|Volume=6
+|Journal=Applied Linguistics
-|Number=1
+|Volume=39
-|URL=http://www.igi-global.com/article/some-interactional-functions-of-text-in-a-text-and-voice-scmc-chat-session-for-language-learning/143684
+|Number=2
-|DOI=10.4018/IJCALLT.2016010101
+|Pages=213–235
-|Abstract=This case study examines the functions of the text mode in a predominantly voice-only SCMC tutoring session. Using conversation analysis with attention paid to the sequential and holistic unfolding of both text and voice turns, the authors found that the bimodal text-and-voice mode was employed in repair, Initiation-Response-Feedback, assessment, and topical talk sequences. Within these sequences, text turns often reinforced voice turns to focus on language forms but also sometimes contributed to rapport-building and emotional emphasis in the voice turns. In addition to supporting voice turns, text turns also performed distinct actions that worked together with the actions in the voice turns such as initiating repair, presenting language examples as objects for consideration, achieving humor, and signaling discourse structure. The findings shed light on the interactional processes in bimodal SCMC for second language teaching and learning.
+|URL=http://applij.oxfordjournals.org/content/early/2016/03/16/applin.amw007.abstract
+|DOI=https://doi.org/10.1093/applin/amw007
 }}