Communication breakdowns: an exploration of contextualization in native and non-native speakers of French

Ducharme, Daphne; Bernard, Roger

doi:10.1016/s0378-2166(01)80031-x

Cited by 7 publications

(1 citation statement)

References 9 publications

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“…Wong (2000) notes that CA illuminates how local choices unfold in interaction and can home in on aspects of talk which are relevant for the participants themselves. Ducharme and Bernard (2001) argue along the same lines in their study of learners of French, using micro-analyses of videotaped interactions and retrospective interviews to gain insights into the perspectives of participants. Mori (2002) uses CA to analyze a speaking activity in a class of NNS learners of Japanese, where students exchanged experiences and opinions with Japanese NSs invited to the class.…”

Section: Conversation Analysis and Speaking Tasksmentioning

confidence: 99%

2. Research in the Teaching of Speaking

McCarthy¹,

O’Keeffe²

2004

APL

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This chapter reviews research and practice in six main areas relevant to the teaching of speaking: (1) the growing influence of spoken corpora, (2) the debates concerning native speaker (NS) and nonnative speaker (NNS) models for spoken pedagogy,(3) the issue of authenticity in spoken materials, (4) approaches to understanding speaking in the classroom, (5) the selection of texts and aspects of spoken language for the teaching of speaking, and (6) developments in materials and methods for the teaching of speaking. Spoken corpora, whether NS corpora collected in “old” or “new” variety locations or NNS corpora based on learner data or expert/successful user data, have generated vigorous debate as to how spoken language should be modeled for teaching, and their influence is being seen in shifts in methodology toward language-awareness-based approaches as well as new materials based on lexicogrammatical and discoursal corpus evidence. Various approaches to understanding classroom speaking are also reviewed, including discourse analysis, conversation analysis, cognitive approaches, and the Vygotskian perspective. Applications of insights from these approaches are reviewed, especially how the approaches affect the selection of texts and language features to be taught. Finally, practical discussion on the teaching of specific spoken genres is reviewed and probable future directions are discussed.

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Section: Conversation Analysis and Speaking Tasksmentioning

confidence: 99%