Abstract
This paper explores a pedagocial approach to teaching oral English---Conversation Analysis. First, features of spoken language is described in comparison to written language. Second, Conversation Analysis theory is elaborated in terms of adjacency pairs, turn-taking, repairs, sequences, openings and closings, and feedback. Third, under the theoretical framework of Conversation Analysis, a syllabus for improving learners’ oral English skills is designed in consideration to learner profile, needs analysis and communicative events and materials employed in teaching. And a teaching model is explored with reference to Riggenbach(1999). Finally, two types of assessment are discussed to provide insights for teachers on the effect of teaching and learning. All the issues discussed above will provide teachers and scholars with a clear instruction on how to apply conversation analysis to teaching oral English skills and the discussion will lead to the feasibility of applying a converstion analysis approach to teaching learners’ oral English skills.
Highlights
This paper explores a pedagocial approach to teaching oral English---Conversation Analysis
Oral language teaching demands a variety of concerns, such as the features of spoken language compared with written language
How should oral language skills be taught with regard to the social and cultural context? In contrast to traditional way of teaching oral English, discourse analysis provides a new window on teaching and learning oral language
Summary
Oral language teaching demands a variety of concerns, such as the features of spoken language compared with written language. We cannot speak without the consideration of the social and cultural context. How should oral language skills be taught with regard to the social and cultural context? In contrast to traditional way of teaching oral English, discourse analysis provides a new window on teaching and learning oral language It focuses on “the skills needed to put the knowledge into action and to achieve successful communication.” (Cook, 1989, viii) This paper takes a perspective of conversation analysis within the field of discourse analysis, attempting to explore the ways of applying discourse analysis to classroom teaching and the effectiveness of fostering oral English skills
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