Difference between revisions of "Kunitz-Yeh2019"
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|BibType=INCOLLECTION | |BibType=INCOLLECTION | ||
|Author(s)=Silvia Kunitz; Meng Yeh | |Author(s)=Silvia Kunitz; Meng Yeh | ||
| − | |Title=Instructed L2 | + | |Title=Instructed L2 interactional competence in the first year |
|Editor(s)=M. Rafael Salaberry; Silvia Kunitz | |Editor(s)=M. Rafael Salaberry; Silvia Kunitz | ||
|Tag(s)=EMCA; Interactional competence; Chinese; L2 | |Tag(s)=EMCA; Interactional competence; Chinese; L2 | ||
|Key=Kunitz-Yeh2019 | |Key=Kunitz-Yeh2019 | ||
| + | |Publisher=Routledge | ||
|Year=2019 | |Year=2019 | ||
|Language=English | |Language=English | ||
| − | |Booktitle=Teaching and Testing L2 Interactional Competence Bridging Theory and Practice | + | |Address=New York, NY |
| + | |Booktitle=Teaching and Testing L2 Interactional Competence: Bridging Theory and Practice | ||
| + | |Pages=228–259 | ||
|URL=https://www.taylorfrancis.com/books/e/9781315177021/chapters/10.4324/9781315177021-10 | |URL=https://www.taylorfrancis.com/books/e/9781315177021/chapters/10.4324/9781315177021-10 | ||
| + | |DOI=10.4324/9781315177021-10 | ||
|Abstract=This chapter illustrates the outcomes of the first two semesters of university language instruction targeting the development of interactional competence (IC) in Chinese as a Foreign Language, with a specific focus on active listenership and topic management. IC is a crucial ability for both first language and second language (L2) speakers. The chapter also illustrates how Conversation Analysis (CA)-inspired learning outcomes for L2-Chinese have been identified and how the instructional materials have been structured following the IC pedagogical cycle suggested by A. M. Barraja-Rohan and elaborated by E. Betz and T. Huth. Conversation analysts are becoming increasingly concerned with the pedagogical implications of their findings. The students were required to write evidence-based, guided reflections in which they had to report on specific moments of their own interactions that went well and other moments that they perceived as problematic. | |Abstract=This chapter illustrates the outcomes of the first two semesters of university language instruction targeting the development of interactional competence (IC) in Chinese as a Foreign Language, with a specific focus on active listenership and topic management. IC is a crucial ability for both first language and second language (L2) speakers. The chapter also illustrates how Conversation Analysis (CA)-inspired learning outcomes for L2-Chinese have been identified and how the instructional materials have been structured following the IC pedagogical cycle suggested by A. M. Barraja-Rohan and elaborated by E. Betz and T. Huth. Conversation analysts are becoming increasingly concerned with the pedagogical implications of their findings. The students were required to write evidence-based, guided reflections in which they had to report on specific moments of their own interactions that went well and other moments that they perceived as problematic. | ||
}} | }} | ||
Latest revision as of 11:03, 15 January 2020
| Kunitz-Yeh2019 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Kunitz-Yeh2019 |
| Author(s) | Silvia Kunitz, Meng Yeh |
| Title | Instructed L2 interactional competence in the first year |
| Editor(s) | M. Rafael Salaberry, Silvia Kunitz |
| Tag(s) | EMCA, Interactional competence, Chinese, L2 |
| Publisher | Routledge |
| Year | 2019 |
| Language | English |
| City | New York, NY |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 228–259 |
| URL | Link |
| DOI | 10.4324/9781315177021-10 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Teaching and Testing L2 Interactional Competence: Bridging Theory and Practice |
| Chapter | |
Abstract
This chapter illustrates the outcomes of the first two semesters of university language instruction targeting the development of interactional competence (IC) in Chinese as a Foreign Language, with a specific focus on active listenership and topic management. IC is a crucial ability for both first language and second language (L2) speakers. The chapter also illustrates how Conversation Analysis (CA)-inspired learning outcomes for L2-Chinese have been identified and how the instructional materials have been structured following the IC pedagogical cycle suggested by A. M. Barraja-Rohan and elaborated by E. Betz and T. Huth. Conversation analysts are becoming increasingly concerned with the pedagogical implications of their findings. The students were required to write evidence-based, guided reflections in which they had to report on specific moments of their own interactions that went well and other moments that they perceived as problematic.
Notes
