Abstract
The essay is to discuss in perspective of teaching how to apply the results of Discourse Analysis study to English class to train students for successful communication through taking turns, controlling turns, teaching exchange, organizing transaction, spreading topic and taking into account contextual factors as well in order to cultivate students’ conversational competence.
Highlights
The essay is to discuss in perspective of teaching how to apply the results of Discourse Analysis study to English class to train students for successful communication through taking turns, controlling turns, teaching exchange, organizing transaction, spreading topic and taking into account contextual factors as well in order to cultivate students’ conversational competence
The participants in a conversation always follow certain principles to develop towards some general directions
Jeffferson developed the theory and method of Conversational Analysis, studied mainly the restrictive relation between the sender and receiver and relation between discourse and context. They explored the principles and criterions that people should follow in communication and deepened the understanding of everyday life communicative speeches and that of rules, applied gradually to English class
Summary
Some linguists began to pay attention to analysis of language snippets larger than sentences, that is, to study how sentences build the larger and more meaningful units such as paragraphs and conversations. Jeffferson developed the theory and method of Conversational Analysis, studied mainly the restrictive relation between the sender and receiver and relation between discourse and context They explored the principles and criterions that people should follow in communication and deepened the understanding of everyday life communicative speeches and that of rules, applied gradually to English class. Sacks concluded eight steps which can be applied to English class and has been proved efficient if it is used wisely They are: (1) pre-planning a turn; (2) taking a turn; (3) interrupting a turn; (4) holding a turn; (5) passing a turn; (6) repairing a turn; (7) upshot; (8) close. Scheloff, and Terasaki concluded several special sequences applied to turn-taking. Students could be more active and find conversations more interesting, more informative with better expressing and understanding
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