Difference between revisions of "Tran2018"
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{{BibEntry | {{BibEntry | ||
| − | |BibType= | + | |BibType=INCOLLECTION |
|Author(s)=Huong Quynh Tran | |Author(s)=Huong Quynh Tran | ||
|Title=Language alternation during L2 classroom discussion tasks | |Title=Language alternation during L2 classroom discussion tasks | ||
| Line 6: | Line 6: | ||
|Tag(s)=EMCA; Vietnamese; EFL; L2; Transitions; Topic extension; Classroom; Language alternation; Word search | |Tag(s)=EMCA; Vietnamese; EFL; L2; Transitions; Topic extension; Classroom; Language alternation; Word search | ||
|Key=Tran2018 | |Key=Tran2018 | ||
| + | |Publisher=John Benjamins | ||
|Year=2018 | |Year=2018 | ||
|Language=English | |Language=English | ||
| − | |Booktitle=Conversation Analysis and Language Alternation: Capturing | + | |Address=Amsterdam |
| − | |Pages= | + | |Booktitle=Conversation Analysis and Language Alternation: Capturing Transitions in the Classroom |
| + | |Pages=165–182 | ||
|URL=https://benjamins.com/catalog/pbns.295.09tra | |URL=https://benjamins.com/catalog/pbns.295.09tra | ||
| − | |DOI= | + | |DOI=10.1075/pbns.295.09tra |
|Abstract=Group-work discussion, as a speaking task without the teacher’s tight control of turn-taking, establishes a flexible speaking environment for language learners. However, our understanding of the micro-details of learners’ languages in use when they co-construct meaning to achieve task completion, especially in English as a Foreign Language (EFL) contexts, is still limited. This study investigates the language alternation practices of undergraduate university EFL students in a Vietnamese context as they participate in a group discussion task. The findings show that the students’ switch to Vietnamese is a backup resource to help them in word searches. The language alternation marks the transition between talk on language and talk on topic. This is also reflected in a transition in the sequence structure where the word search is contained in a side-sequence that momentarily disrupts the main or base sequence. | |Abstract=Group-work discussion, as a speaking task without the teacher’s tight control of turn-taking, establishes a flexible speaking environment for language learners. However, our understanding of the micro-details of learners’ languages in use when they co-construct meaning to achieve task completion, especially in English as a Foreign Language (EFL) contexts, is still limited. This study investigates the language alternation practices of undergraduate university EFL students in a Vietnamese context as they participate in a group discussion task. The findings show that the students’ switch to Vietnamese is a backup resource to help them in word searches. The language alternation marks the transition between talk on language and talk on topic. This is also reflected in a transition in the sequence structure where the word search is contained in a side-sequence that momentarily disrupts the main or base sequence. | ||
}} | }} | ||
Latest revision as of 06:01, 11 January 2020
| Tran2018 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Tran2018 |
| Author(s) | Huong Quynh Tran |
| Title | Language alternation during L2 classroom discussion tasks |
| Editor(s) | Anna Filipi, Numa Markee |
| Tag(s) | EMCA, Vietnamese, EFL, L2, Transitions, Topic extension, Classroom, Language alternation, Word search |
| Publisher | John Benjamins |
| Year | 2018 |
| Language | English |
| City | Amsterdam |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 165–182 |
| URL | Link |
| DOI | 10.1075/pbns.295.09tra |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Conversation Analysis and Language Alternation: Capturing Transitions in the Classroom |
| Chapter | |
Abstract
Group-work discussion, as a speaking task without the teacher’s tight control of turn-taking, establishes a flexible speaking environment for language learners. However, our understanding of the micro-details of learners’ languages in use when they co-construct meaning to achieve task completion, especially in English as a Foreign Language (EFL) contexts, is still limited. This study investigates the language alternation practices of undergraduate university EFL students in a Vietnamese context as they participate in a group discussion task. The findings show that the students’ switch to Vietnamese is a backup resource to help them in word searches. The language alternation marks the transition between talk on language and talk on topic. This is also reflected in a transition in the sequence structure where the word search is contained in a side-sequence that momentarily disrupts the main or base sequence.
Notes
