Learner pragmatics at the discourse level: Staying “on topic” in a telecollaborative eTandem task

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Learner pragmatics at the discourse level: Staying “on topic” in a telecollaborative eTandem task. / Black, Emily; Barron, Anne.
In: System, Vol. 75, 07.2018, p. 33-47.

Research output: Journal contributionsJournal articlesResearchpeer-review

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@article{2fc4909979554e69ba5380813b59043d,
title = "Learner pragmatics at the discourse level: Staying “on topic” in a telecollaborative eTandem task",
abstract = "The present paper examines topic management in the task-based interactions of German learners of English and their Irish English speaking partners. Specifically, the paper explores the resources employed by speakers to maintain cohesion in talk while transitioning topics via announcement turns. Two resources for maintaining cohesion are explored in detail: co-class membership relations and contrast relations. The quantitative results suggest that learners employ similar resources to the NS. The qualitative results reveal areas on the level of linguistic realisation of topic transitioning turns where learners exhibit some difficulty in alignment and in the use of discourse connectives.Data for the present study is drawn from Language LINC, a corpus of telecollaborative eTandem interactions. Methodologically, the present paper applies tools from conversation analysis (CA) in a sequentially sensitive analysis of the collection of announcements. In addition to a careful qualitative analysis of each case, a quantitative analysis is presented in order to uncover variation in the methods employed by the learners as opposed to the expert speakers. This mixed method approach is considered with respect to its place in the CA research tradition (Stivers, 2015) and its fit for analyses of authentic, consequential interactions in the interlanguage pragmatic tradition.",
keywords = "Language Studies, Topic management, Topic transitions, Topic transitioning resources, Announcements, Mixed methods, Telecollaboration, Computer mediated communication, Topic management, topic transitions, Topic transitioning resources, Announcements, Mixed methods, telecollaboration, Computer mediated communication",
author = "Emily Black and Anne Barron",
year = "2018",
month = jul,
doi = "10.1016/j.system.2018.03.019",
language = "English",
volume = "75",
pages = "33--47",
journal = "System",
issn = "0346-251X",
publisher = "Elsevier Ltd",

}

RIS

TY - JOUR

T1 - Learner pragmatics at the discourse level: Staying “on topic” in a telecollaborative eTandem task

AU - Black, Emily

AU - Barron, Anne

PY - 2018/7

Y1 - 2018/7

N2 - The present paper examines topic management in the task-based interactions of German learners of English and their Irish English speaking partners. Specifically, the paper explores the resources employed by speakers to maintain cohesion in talk while transitioning topics via announcement turns. Two resources for maintaining cohesion are explored in detail: co-class membership relations and contrast relations. The quantitative results suggest that learners employ similar resources to the NS. The qualitative results reveal areas on the level of linguistic realisation of topic transitioning turns where learners exhibit some difficulty in alignment and in the use of discourse connectives.Data for the present study is drawn from Language LINC, a corpus of telecollaborative eTandem interactions. Methodologically, the present paper applies tools from conversation analysis (CA) in a sequentially sensitive analysis of the collection of announcements. In addition to a careful qualitative analysis of each case, a quantitative analysis is presented in order to uncover variation in the methods employed by the learners as opposed to the expert speakers. This mixed method approach is considered with respect to its place in the CA research tradition (Stivers, 2015) and its fit for analyses of authentic, consequential interactions in the interlanguage pragmatic tradition.

AB - The present paper examines topic management in the task-based interactions of German learners of English and their Irish English speaking partners. Specifically, the paper explores the resources employed by speakers to maintain cohesion in talk while transitioning topics via announcement turns. Two resources for maintaining cohesion are explored in detail: co-class membership relations and contrast relations. The quantitative results suggest that learners employ similar resources to the NS. The qualitative results reveal areas on the level of linguistic realisation of topic transitioning turns where learners exhibit some difficulty in alignment and in the use of discourse connectives.Data for the present study is drawn from Language LINC, a corpus of telecollaborative eTandem interactions. Methodologically, the present paper applies tools from conversation analysis (CA) in a sequentially sensitive analysis of the collection of announcements. In addition to a careful qualitative analysis of each case, a quantitative analysis is presented in order to uncover variation in the methods employed by the learners as opposed to the expert speakers. This mixed method approach is considered with respect to its place in the CA research tradition (Stivers, 2015) and its fit for analyses of authentic, consequential interactions in the interlanguage pragmatic tradition.

KW - Language Studies

KW - Topic management

KW - Topic transitions

KW - Topic transitioning resources

KW - Announcements

KW - Mixed methods

KW - Telecollaboration

KW - Computer mediated communication

KW - Topic management

KW - topic transitions

KW - Topic transitioning resources

KW - Announcements

KW - Mixed methods

KW - telecollaboration

KW - Computer mediated communication

UR - http://www.scopus.com/inward/record.url?scp=85045422321&partnerID=8YFLogxK

U2 - 10.1016/j.system.2018.03.019

DO - 10.1016/j.system.2018.03.019

M3 - Journal articles

VL - 75

SP - 33

EP - 47

JO - System

JF - System

SN - 0346-251X

ER -

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