Creating obstacles to progressivity: Task expansion in second language role-plays
Creating obstacles to progressivity: Task expansion in second language role-plays
复制标题
为进步制造障碍：第二语言角色扮演中的任务扩展
作者：
Nanbu;Z. and Greer;T.
语言教育工作者可以扩展角色扮演的一种方法是增加复杂性，鼓励学习者多说。本研究使用多模态会话分析，以探讨这种障碍，在日本的英语学习者在体验式语言学习设施的进步。我们首先研究了一个intermittent实践，其中教育工作者将学习者的贡献定位为错位，并为拒绝创造了一个角色扮演的基础，扩展了序列，引起了对语言形式的注意，并将学习者的反应与任务重新对齐。然后，我们分析了一个相关的实践中，教育者“假装”下一轮显示的误解信号的麻烦位于学习者的前一轮的某些方面，从而场合学习者的反思可能的语用，句法或词汇问题与他们的贡献。因此，教育工作者创造了一个临时的中间障碍，学习者必须克服这个障碍才能继续学习。这些实践使教育者能够模仿修复、纠正和拒绝等机制在课堂之外的世俗互动中的运作方式（即，“in the wild”），并深入了解无脚本的角色扮演任务如何为扩大第二语言的使用提供机会。
One way that language educators can extend a role‐play is by adding a complication to encourage the learner say more. This study uses multimodal conversation analysis to explore such obstacles to progressivity among Japanese learners of English at an experiential language learning facility. We first examine an interactional practice in which the educator orients to a learner contribution as misaligned and creates a role‐play‐specific basis for rejection that expands the sequence, draws attention to linguistic form, and realigns the learner's responses with the task. We then analyze a related practice in which the educator “feigns” a next‐turn display of misunderstanding to signal trouble located in some aspect of the learner's prior turn and thereby occasions the learner's reflection on possible pragmatic, syntactic or lexical issues with their contribution. The educators therefore create a temporary interactional barrier that the learner must overcome to progress the sequence. These practices allow the educators to emulate the way that mechanisms like repair, correction and rejection operate in mundane interaction beyond the classroom (i.e., “in the wild”) and offer insight into how unscripted role‐play tasks can provide opportunities for expanded L2 use.