Dropping the devil’s advocate: One novice language tester’s shifting interactional practices across a series of speaking tests
Dropping the devil’s advocate: One novice language tester’s shifting interactional practices across a series of speaking tests
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放弃魔鬼的倡导者：一位新手语言测试员在一系列口语测试中改变互动实践
DOI：
10.1080/19463014.2015.1100129
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发表时间：
2016
影响因子：
1.4
通讯作者：
Ellen Rettig
中科院分区：
文献类型：
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作者：
C. Leyland;T. Greer;Ellen Rettig
本研究采用纵向对话分析 (CA) 来检查助教在一系列 EFL 小组讨论测试中的后续贡献。通过跟踪助教在 18 个小组中的互动实践，我们观察到她如何通过日益与英语新手的设计保持一致来调整自己的回合设计。助教最初尝试利用修辞话语结构，例如唱反调，对考生之前的谈话进行概要总结；然而，对演讲的详细顺序分析表明，这种策略并没有引起学生的显着跟进。采用纵向CA方法展示了助教作为一名新手语言教师如何根据与她互动的学生的风格和水平来制定她的教学策略。因此，这项研究提供了对新手专业人士自然获得教学技能的洞察，更广泛地说，是对演讲者在给定对话的多个和后续片段中调整互动实践的方式的了解。
This study employs longitudinal Conversation Analysis (CA) to examine one TA’s follow-up contributions in a series of EFL group discussion tests. By tracking the TA’s interactional practices across 18 groups, we observe how she adapts her turn design by increasingly aligning towards that of the novice English speakers. The TA initially attempts to make use of rhetorical discourse structures, such as by playing devil’s advocate and providing up-shot summaries of the test-takers’ prior talk; however, a detailed sequential analysis of the talk reveals that such strategies do not generate significant follow-up turns from the students. Adopting a longitudinal CA approach demonstrates the way the TA, as a novice language teacher, develops her pedagogical tactics in situ according to the style and level of the students with whom she is interacting. As such, the study provides insight into one novice professional’s natural acquisition of teaching skills, and, more generally, into the way that speakers adapt their interactional practices across multiple and subsequent episodes of a given conversation.
Pivots and Rounds：小组口语能力测试中的轮流练习
DOI：
--
发表时间：
2008
期刊：
影响因子：
--
作者：
Greer;T;Tim Greer
通讯作者：
Tim Greer