1)
What (conversational
tactics) do the native speaker–non native speaker pairs use to solve ongoing
communication difficulties in Long’s study?
2)
Which step of
Long’s approach to linking features of ‘environmental’ language and learner’s
second language development is relevant to each Pica, Loschky, Mackey, Gass and
Varonis’ study?
3)
How do the
researchers criticize the earlier interactionist research? How do they appeal
to the earlier interactionist?
DQ: I think ESL environment and native teacher
seem to be evitable in order learners to internalize various useful
communicative strategies and get the repaired input by interaction. If it is realizable
in EFL, it might need native teachers or native-like teachers at least. What do you
think about that?
1)Repetitions, confirmation checks, comprehension checks or clarification requests
ReplyDelete2)Long's step 1 which is shown interactional adjustments are more effective in promoting comprehension of input than are linguistic adjustments alone.
3) Researchers criticize that many early interaction studies did not go beyond the first descriptive steps of establishing the existence and general patterning of conversational repair.
DQ>As we learned in ICC class, purpose of EFL is communicating with native speakers and ESL is to communicate with non- native speakers from other countries. For this reason, I think that it is difficult to be realized in EFL.
-As I am applier in this week,
Do you think that this empirical studies in chapter could use in classroom?
If so,how ESL teacher use interaction to help students develop second language in real classroom?
This comment has been removed by the author.
ReplyDeleteI post again "applier" sentences because I wrote wrong way above. This is my new sentences. As I am an applier, the information of this chapter is very helpful for English teacher. However, it is a bit difficult to apply in real classroom for many reasons such as time, the number of students and the supply of native and non-native instructors that can really be called native instructors. If teacher teach English in small class that only students are 3~4 people, they could easily use this interaction theory for students. But the classroom that has over 10 students, it might be more difficult than other small class.
ReplyDelete1)people can use conversational tactics such as repetition, confirmation checks, comprehension checks or clarification request.
ReplyDelete2)There are three steps to link features of “environmental” language and learners’ second language development.
Step 1: linguistic/conversational adjustment promotes comprehension of input.
Step 2: Comprehensible input promotes acquisition
Step 3: linguistic/conversational adjustment promote acquisition
3)Long points out these studies are undertaken in Western educational institution and we still little know about the kinds of negotiation and repair that may typify second language interaction.