Toward a Learning Behavior Tracking Methodology for CA-for-SLA

Markee, Numa

doi:10.1093/applin/amm052

Cited by 255 publications

(173 citation statements)

References 30 publications

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“…La nature même de l'interaction rend nécessaire la prise en compte d'une autre compétence, qui consiste notamment à savoir interagir avec les autres, et qui a été désignée comme compétence d'interaction. Dans les trois dernières décennies, un nombre de plus en plus important de travaux a été dédié à l'étude de la compétence d'interaction ( [17,18,19,20,21] entre autres). Mais bien que les travaux théoriques soient de plus en plus nombreux, leur application dans la pratique de l'enseignement et de l'évaluation des langues secondes semble encore loin d'être accomplie [22].…”

Section: Une Perspective Didactiqueunclassified

“…Les différentes définitions de la compétence interactionnelle évoquent toujours cette double dimension -cognitive et interactionnelle, individuelle et collective -, même si elles peuvent mettre en lumière un aspect plutôt que d'autres. Ainsi pour Markee, la compétence d'interaction consiste à utiliser les ressources sémiotiques d'une langue pour « co-construct with their interlocutors locally enacted, progressively more accurate, fluent, and complex interactional repertoires in the L2 » ( [18] : 406). Pour Young, elle consiste dans « the construction of a shared mental context through the collaboration of all interactional partners » ( [20] : 428).…”

Section: Une Perspective Didactiqueunclassified

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Plurilinguisme, multimodalité et compétence d’interaction : parler de nombres dans des interactions commerciales entre locuteurs de langues romanes

Piccoli¹

2018

SHS Web Conf.

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Abstract.Plurilingualism, multimodality and interactional competence: talking about numbers in commercial interactions between Romance speakers. Grounding on a conversation analytic approach, this contribution explores how participants talk about prices and other exact numbers in commercial encounters between Romance speakers. Through a sequential and multimodal analysis of audio-visual data of naturally occurring interactions, this paper shows that, when speaking about numbers, participants use an especially large variety of practices to ensure intercomprehension: from gestures, to the mobilization of written materials, to the use of other languages. By doing so, they show creativity, flexibility and mindfulness about the particular context of communication. We argue that these plurilingual and multimodal practices can be seen as signs of a plurilingual interactional competence.

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Section: Une Perspective Didactiqueunclassified

Plurilinguisme, multimodalité et compétence d’interaction : parler de nombres dans des interactions commerciales entre locuteurs de langues romanes

Piccoli¹

2018

SHS Web Conf.

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“…100) Markee (2008) viewed interactional competence in terms of three elements: 1) a formal system, including pronunciation, vocabulary, grammar, 2) semiotic system, including turn-taking, repair, sequence organization, and 3) paralinguistic features.…”

Section: Interactional Competencementioning

confidence: 99%

A Conversational Analysis Model for Promoting Practices of Interactional Competence in the EFL Context

Al-wossabi¹

2016

IJEL

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Formulaic language is a typical feature of textbooks materials used in EFL classes. EFL students are not engaged in the process of recognizing how naturally occurring speech takes place and is carried on. EFL learners in their helpless attempts to converse with others may tend to memorize formulaic fixed expressions and sometimes whole conversations. Following a conversation analysis approach, the present study explores the significance of involving Saudi EFL learners in understanding the flow and structure of spontaneous and interactive conversation. A sample of an excerpt taken from a conversation of an American TV talk show was recorded and transcribed. Practices of interactional competence such as conversational organization, situational characteristics, lexical choices, linguistics devices, and other conventions of speech behavior are identified and then discussed in details. This CA approach is, therefore, meant to serve as a model of salient interactive practices and norms that present the conversational system of actual everyday talk. The purpose is to raise EFL learners' awareness of the socio-cultural features of real-world communication and enhance their interactional skills necessary to boost their communicative competencies.

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“…This approach is based upon the concept of learning behavior tracking (LBT) (Markee, 2007), comprised of learning object tracking (LOT) and learning process tracking (LPT). In the present study LOT involved identifying interactional fragments where a specific learning object was deployed by a participant.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Learning Opportunities Through a Student-generated assessment tool

Ploettner

2015

Bellaterra J. Teach. Learn. Lang. Lit

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The development of learning autonomy and the acquisition of professional discourse in an additional language are current priorities of higher education content and language integrated learning (ICL-HE). Research regarding assessment of these objectives is lacking. This pilot study explores the use of formative and self and peer assessment in the teaching of professional discourse in an ICL-HE context. It examines how student generation and application of an instrument to assess written professional discourse creates a knowledge building environment (KBE) and opportunities for learning and tracks the learning behaviour trajectory of one student. Interaction analysis is applied to audio and video data collected during a professional discourse writing activity. Classroom data provides evidence for the creation of KBE and opportunities for learning. Longitudinal data collected from one student reveals increasing orientation toward the learning object. The student generation of assessment instruments is a viable formative assessment technique in ICL-HE contexts.

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Toward a Learning Behavior Tracking Methodology for CA-for-SLA

Cited by 255 publications

References 30 publications

Plurilinguisme, multimodalité et compétence d’interaction : parler de nombres dans des interactions commerciales entre locuteurs de langues romanes

Plurilinguisme, multimodalité et compétence d’interaction : parler de nombres dans des interactions commerciales entre locuteurs de langues romanes

A Conversational Analysis Model for Promoting Practices of Interactional Competence in the EFL Context

Learning Opportunities Through a Student-generated assessment tool

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