Detail Toward A Respecification Of L2 Communicative Competence Interactional Fluency And L2 Instruction Bibliografi Author: Lee, Yo-An ; Samimy, Keiko Komiya (Advisor) Bahasa: (EN )     Penerbit: Ohio State University     Tempat Terbit: Ohio    Tahun Terbit: 2001     Jenis: Theses - Dissertation Fulltext: dessertation.pdf (1.99MB; 2 download) Abstract The concept of "communicative competence" has generated a litany of theoretical models that formulate what are involved in competent language use and predict L2 development. Nonetheless, the analytic literature has yet to represent adequately the realities of language use that are infested with an unforeseen range of variants and occasional contingencies. I contend that theoretical ormulations of communicative competence always rely on the pre-given theoretical constructs and analytic categories, which naturally gloss over actual practices of competent language use embedded in talk-in-interaction. What we need are more procedural accounts of communicative competence, looking into actual occasions of language use, questioning what occurrences of language behavior would count as a competent case of language use, before subjecting them to conceptual formula. Following the analytic policies of ethnomethodology, the present study finds communicative competence in practical details of L2 interaction. Rather than relying on the general accounts of language phenomena that the competence theories propose, the present study focuses on furnishing descriptive accounts of the members' own undertaking of what goes on. Retrieving the member's own undertaking of their own discourse is pursued by looking into the sequential order and production of their actions. Given that interactional exchanges consist of sequences of actions, the investigation of how one action is made relevant to another within a sequential and temporal domain makes it possible for analysts to describe the members' methods of talking and order of activities through which the teacher and her students accomplish their classroom activities. Based on the transcribed L2 interaction from a college ESL composition classroom, the findings of the present study provide an indefinite collection of competency's evidences, found in the midst of the practical tasks and occasions that the students and teacher encounter in their L2 lessons. The first collection shows the L2 students' competent practices of language use as they are engaged in various classroom tasks with the teacher. The second analysis chapter describes the teacher's competent communicative acts of understanding in their practical enactment of classroom lessons. The procedural focus of the present study and its findings pose a different question for the L2 literature that the communicative competence is the condition of L2 learning, as much as its outcome, once we look into methods of talking embedded in L2 communication. The conclusion chapter discusses the implication of the findings for the L2 literature, especially in the two areas of studies: the study of L2 language use and language classroom research. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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