Cooperative Accomplishment of Multilingual Language Tutorial: An Intercultural Pragmatics Study
Cooperative Accomplishment of Multilingual Language Tutorial: An Intercultural Pragmatics Study
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合作完成多语言教程：跨文化语用学研究
DOI：
10.1111/modl.12719
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
KIMURA DAISUKE
中科院分区：
文献类型：
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作者：
Kimura;Daisuke & Tsai;Aurora;KIMURA DAISUKE
本文使用对话分析方法和概念，研究了泰国和日本大学生的语言教程，重点关注如何使用多语言曲目来组织这项活动。这项研究响应了对多语言互动的对话研究的号召。分析了一段 79 分钟的视频录制会议，以协调使用多语言和多模式资源，以及顺序例程在合作追求相关互动项目中的作用。研究结果证明了合作行为的偶然性和可变性，这些行为不仅是由先验目标决定的，而且是由新兴的互动项目决定的。它们还体现了互惠语言学习，其中参与者在泰语和日语方面交替担任专家和新手角色。文章最后总结了该研究对全球化背景下语言学习和教学的影响。
Using conversation analytic methods and concepts, this article examines a language tutorial among Thai and Japanese college students, focusing on the use of multilingual repertoires for organizing this activity. The study responds to a call for dialogic studies of multilingual interactions. A 79‐minute video‐recorded session was analyzed for the coordinated use of multilingual and multimodal resources as well as the role of sequential routines in the cooperative pursuit of relevant interactional projects. Findings demonstrate the contingent and variable nature of cooperative behaviors that are shaped not simply by a priori goals, but emergent interactional projects. They also exemplify reciprocal language learning wherein the participants alternate between expert and novice roles with respect to Thai and Japanese. The article concludes with the implications of the study for language learning and teaching in the context of globalization.