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Interactional Modifications in Chinese EFL Learners’ Classroom Conversations

Author: GaoLi
Tutor: MiaoXingWei
School: Shandong University
Course: English Language and Literature
Keywords: Interaction Hypothesis Discourse adjustment Language Acquisition
CLC: H319.9
Type: Master's thesis
Year: 2005
Downloads: 123
Quote: 0
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Abstract


This paper studies the Chinese students in oral English class on how to conduct a two-person team activities that the adjustment of the words in the English dialogue (interactional modifications) phenomenon, such as the primary means of communication, the frequency of occurrence of these means, by which factors how to impact, as well as the attitude of the students on group activities. The subjects for this study six students of the Texas College English Department. They work in pairs, a total of three groups, respectively, completed two communicative tasks (role play and information exchange type). In the three groups, A group by two third-year students from the two first-year students, B group, C group by a first-year student and a third-grade students. For each group of students, I first dialogue recording for each group of students, and then conduct personal interviews. Analysis on the quality and quantity of information, mainly obtained the following results: discourse, such as the national language - non-speaker of the national dialogue and student dialogue adjust mainly related to language, the discourse of dialogue between the students adjust the meaning and form of the two major aspects. Discourse adjustment means include repeat, retranslation prompt a request for clarification, confirmation checking and self-correcting. Unlike previous studies, we did not talk to each other to correct errors appear. Personal interview results show that the main reason should be attributed to the students face problems in communication. When the speaker cause communication failure due to language errors or express inaccurate reasons, obedient hear each other's mistakes, but in order to take into account each other's face or courtesy, they will not interrupt each other to correct each other. Frequency the various discourses adjustment means appear will change with the the communicative task type and communicative group type. In this study, using the two types of communicative tasks: role play task and information exchange task. The research results show that, in the process of role play, students use the language in the form of more accurate; contrast, students make meaning of language more explicit information exchange dialogue. The three communicative Panel compared composed of students by the same level of group A and group B, the C group of students in the dialogue will produce a higher frequency of significance consultation. This shows that people with different language level dialogue easier to produce language adjustments. Compared with previous studies, this study learner discourse to adjust the frequency is not very high. Its

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CLC: > Language, writing > FOREIGN > English > Language teaching > Conversation
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