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Accommodating understanding in English : an applied linguistic analysis of UK and international university students navigating TESOL tasks

机译:适应英语理解:对英国和国际大学生进行TEsOL任务导航的应用语言分析

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摘要

Two critical incidents at a UK university where I teach, and teach aboutudteaching, English to speakers of other languages (TESOL), provided theudimpetus for this study. The incidents exemplified and challenged routine,udtaken-for-granted aspects of the overlapping contexts (TESOL,udinternationalising universities and Applied Linguistics) in which theyudoccurred. In response to the critical incidents, I designed a series ofudclassroom tasks that required my UK and International students to recordudinterviews with each other. These interviews provided the data analysed inudthe first phase of this study.udIn phase one of my study, I explore the relationships betweenudaccommodation, intelligibility and (mis)understanding implied by the criticaludincidents. My two overarching research questions are:ud• in classroom talk between UK and International students navigatingudTESOL tasks, what conversational adjustments occur?ud• what are the relationships between these adjustments andud(mis)understanding?udUnderpinning the second question is a series of four sub-questions. Theseudfour questions aim to explore the sequencing of conversational adjustmentsudand misunderstanding, the relationship between adjustments and theudcontexts of the interaction, the global and local relationship of adjustments toud(mis)understanding, and whether adjustments and misunderstanding are audproblem or a resource for the interactants.udI find that, in international situations, there are various ways ofud(un)successfully communicating meaning in evolving contexts that areudoriented to, re-created and contested through talk. My findings provideudsupport for the importance of noticing aspects of the context which mayudaffect accommodation in talk, and of an awareness of one's own talk and itsudeffects on one's interlocutor. Furthermore, the findings suggest that adjustingudone's talk in context-appropriate ways is the key to maximising the potentialudfor task achievement. In phase two of the study, I describe how I translatedudthe processural experience of working on the analysis of my data into anudawareness-raising task for my students. I conclude by reflecting on theudimplications of my study for TESOL and for internationalising universities.
机译:我在一家英国大学向其他语言的讲者(TESOL)教授英语,向他们讲授英语,这两个关键事件为这项研究提供了 udimpetus。事件是例行的,对例行的,挑战性的,重复发生的情况(TESOL, udinternationalizing大学和应用语言学)的理解是理所当然的。为了应对严重事件,我设计了一系列 udclassroom任务,要求我的英国和国际学生互相记录 ududviews。这些访谈提供了本研究第一阶段中分析的数据。在我的研究的第一阶段中,我探索了适应性,可理解性和关键事故中隐含的理解之间的关系。我的两个主要研究问题是: ud•在导航和udTESOL任务的英国和国际学生之间的课堂谈话中,发生了哪些对话调整? ud•这些调整与 ud(mis)理解之间的关系是什么? ud•问题是一系列四个子问题。这些 udfour问题旨在探讨会话调节 ud和误解的顺序,调节与交互的 ud上下文之间的关系,调节对 ud(mis)理解的全局和局部关系,以及调节和误解是否是一种 ud问题或交互对象的资源。 ud我发现,在国际情况下,有多种方法可以在不断发展的情境中成功地传达含义,而ud通过对话来重新理解和争辩。我的发现为理解可能影响对话中的环境的方面的重要性,以及意识到自己的谈话及其对对话者的影响的重要性提供了支持。此外,研究结果表明,以适合于上下文的方式调整 udone的谈话是最大程度地实现任务完成 ud的关键。在研究的第二阶段,我描述了我如何将数据分析工作的过程经验转化为对学生的意识提升任务。最后,我总结了我对TESOL和国际化大学的研究的重复之处。

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    Wicaksono Rachel Emma;

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