Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.757135
Title: Classroom interactional competence (CIC) in EFL student-led small group task interaction
Author: Lo, Ming-Fen
ISNI:       0000 0004 7429 9586
Awarding Body: Newcastle University
Current Institution: University of Newcastle upon Tyne
Date of Award: 2017
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Abstract:
This thesis investigates EFL (English as a Foreign Language) learners’ classroom interactional competence (CIC) by tracking their orientation to a specific role assigned by the teacher, the group leader, and its effect on L2 learning through small group task interactions. In formal English instructional settings, especially in Asia, English is often taught through dyad or small group task interactions to involve the most students in large classes. While learner-learner task interaction has gained great interest from Second Language Acquisition (SLA), most of which focuses on dyadic talks or the relationships between task types and interactional patterns, little has described in detail how students lead and participate in small group discussions to accomplish a task. Drawing on Conversation Analysis (CA) perspective of identity and language expertise, CA-SLA studies of task interaction, the notions of L2 interactional competence (IC) (Hall et al, 2011), and classroom interactional competence (CIC) (Walsh, 2006), this thesis highlights L2 learners’ CIC in EFL small group task interaction and suggests using an SEST (Self Evaluation of Student Talk) framework to enhance learners’ CIC and task performance. This study applies CA to the examination of audio- and video recordings of learner-learner group interactions in a Taiwanese technological university. The findings show the assigned group leaders take on a teacher’s role by performing different pedagogical practices. They allocate turns, give instructions, highlight the pedagogical focus, repair and initiate repairs, provide scaffolded feedback, and explain word meanings. Other group members respond to nominations, make contributions, request clarification, and seek language assistance. Through this co-orientation to ‘doing being a group leader’, L2 learners demonstrate learner CIC in group discussions led by a peer participant. The findings of this thesis have implications for language learning through task interaction, CA research into task interaction and classroom interactional competence.
Supervisor: Not available Sponsor: Taiwan Ministry of Education ; Southern Taiwan University of Science and Technology (STUST)
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.757135  DOI: Not available
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