Encouraging Learners' Conversational Participation: The Effect of Content Knowledge  

Oleh:

Zuengler, Jane E.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 43 no. 3 (Sep. 1993), page 403-432.
Fulltext: 43_03_Zuengler.pdf (1.47MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/43 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This study investigated the influence of interlocutors' relative content knowledge between native speakers (NSs) and nonnative speakers (NNSs) with limited oral skills. Forty-five male NS-NNS dyads were audio taped having two conversations; in the second conversation, which concerned students' major fields, 15 of the dyads included NNSs who has relatively more content knowledge, in another 15, the NSs had more knowledge, and in 15, participants were considered equal. Measures of conversational participationincluded amount of talk, pause fillers, back-channels, topic moves, and several measures of interactional negotiation. Outcomesof log linear analyses indicated that both NSs and NNSs appeared conversationally active, but there were different patterns of participation that could to some extent be explained by relative content knowledge. As such, this study extends our understanding of the dynamics of NS-NNS interchanges.

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