Negotiating Sequential Boundaries and Learning Opportunities: A Case from a Japanese Language Classroom.  

Oleh:

Mori, Junko

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 88 no. 4 (Dec. 2004), page 536-550.
Topik: Negotiation; Japanese Language Classroom; Conservation Analysis
Fulltext: Vol 88 no 4 pp.536-550.pdf (2.4MB)

Isi artikel

Using the methodological framework of conversation analysis (CA) as a central tool for analy- sis, this study examines a peer interactive task that occurred in a Japanese as a foreign lan- guage classroom. During the short segment of interaction, the students shifted back and forth between the development of an assigned task and the management of problems associ- ated with their lack of lexical knowledge. The close observation of the participants' vocal and nonvocal conduct during these different types of sequences and sequential boundaries dem- onstrates how the students transform in a moment-by-moment fashion their converging or di- verging orientations towards varying types of learning and learning opportunities. Through the presentation of a single case analysis, this study discusses one way of applying CA tech- niques to the study of classroom interaction in order to promote an overall sensitivity to the intricacies of classroom talk and to generate critical reflection on classroom policies and in- structional designs.

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