Linguistics and Education最新文献_第2页

Making sense together: Human-AI communication through a Gricean lens 通过Gricean镜头实现人类与人工智能的交流

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2026-01-12 DOI: 10.1016/j.linged.2025.101489

Natasha Anne Rappa , Kok-Sing Tang , Grant Cooper

With the introduction of ChatGPT in 2022, Large Language Models (LLMs) have been increasingly used in classrooms to support teaching and learning. However, the nature of communication between students and LLMs remains under-examined. The current study explored this communication through the lens of Paul Grice’s cooperative principle, examining the extent to which students and ChatGPT adhered to Gricean maxims of quantity, quality, relation and manner in their one-on-one communication during class. The study was implemented in 2023 in a Year 10 English class in an all-boys independent high school in Western Australia. 10 students participated in a poetry-focused lesson, where they interacted with ChatGPT to explore poetic texts. The lesson was designed not only to support understanding of the poetry but also to foster students’ capacity for critical questioning and engagement with AI-generated output by positioning the GenAI as a dialogic partner. The findings identified specific user violations of Gricean maxims in students’ communication with ChatGPT and the impact such violations had on ChatGPT’s output. These findings affirm the relevance of Grice’s cooperative principle and maxims for analysing conversations with LLMs and the potential for identifying interaction patterns with GenAI that differ from human-to-human conversations, underscoring the importance of examining human input as well as LLMs’ output. In place of a recent trend towards technocentric approaches to researching human-GenAI communication, the paper advocates a sociotechnical approach as a means to examine such interactions holistically.

随着2022年ChatGPT的引入，大型语言模型（llm）越来越多地用于课堂上支持教学和学习。然而，学生与法学硕士之间沟通的本质仍未得到充分研究。本研究通过Paul Grice的合作原则来探讨这种交流，考察学生和ChatGPT在课堂一对一交流中遵守Grice的数量、质量、关系和方式原则的程度。这项研究于2023年在西澳大利亚州一所男校独立高中的10年级英语课上实施，10名学生参加了以诗歌为主题的课程，在那里他们与ChatGPT互动，探索诗歌文本。该课程不仅旨在支持对诗歌的理解，而且通过将GenAI定位为对话伙伴，培养学生批判性提问和参与人工智能生成输出的能力。调查结果发现，在学生与ChatGPT的交流中，特定用户违反了Gricean准则，以及这种违反行为对ChatGPT输出的影响。这些发现证实了Grice的合作原则和准则对于分析与法学硕士的对话的相关性，以及识别与GenAI不同于人与人之间对话的交互模式的潜力，强调了检查人类输入和法学硕士输出的重要性。代替最近趋向于以技术为中心的方法来研究人类-基因交流的趋势，本文提倡一种社会技术方法作为全面检查这种相互作用的手段。

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引用次数: 0

From epistemic violence to collective resistance: Critical translanguaging pedagogy as transformative practice in a segregated refugee classroom 从认知暴力到集体抵抗：在隔离的难民教室中作为变革实践的批判性跨语言教学法

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2026-01-12 DOI: 10.1016/j.linged.2026.101492

Tuba Yilmaz

This study examines how critical translanguaging pedagogy can function as a transformative practice within segregated refugee classroom contexts, exploring its potential to address linguistic marginalization while acknowledging structural constraints to such efforts. Through a six-week intervention with 14 multilingual refugee learners (MRLs) from Afghanistan, Syria, Uzbekistan, and Sudan in a Turkish public school, the study combined multilingual expression with critical consciousness development. Analysis of interview transcripts, multilingual student artifacts, and educator reflective journals through critical content analysis identified two interconnected findings. First, MRLs experienced epistemic violence through institutional home language restrictions, peer discrimination associating linguistic difference with moral deficiency, and material resource inequities that contributed to internalized linguistic shame and social isolation. Second, critical translanguaging pedagogy appeared to strengthen awareness of linguistic hierarchies, foster collective solidarity, and enable collaborative advocacy questioning monolingual institutional norms. The segregated pedagogical context—though inequitable—provided conditions for reciprocal support and shared critical reflection less readily available in integrated settings where dominant-group surveillance constrains such conversations. However, persisting internalized shame and limited institutional responsiveness suggest boundaries to classroom-level transformation. The study conceptualizes segregated refugee classrooms as Critical Translanguaging Spaces that both reproduce and resist systemic oppression, illustrating both the potential and limitations of critical pedagogy within broader raciolinguistic ideological structures.

本研究探讨了批判性跨语言教学法如何在隔离的难民课堂环境中作为一种变革实践发挥作用，探索其解决语言边缘化问题的潜力，同时承认这种努力的结构性限制。通过对来自阿富汗、叙利亚、乌兹别克斯坦和苏丹的14名多语种难民学习者（MRLs）为期6周的干预，该研究将多语种表达与批判性意识发展结合起来。通过批判性内容分析，对访谈记录、多语言学生文物和教育家反思日志进行分析，确定了两个相互关联的发现。首先，mrl经历了制度性的母语限制、将语言差异与道德缺陷联系起来的同伴歧视、以及导致内化语言羞耻和社会孤立的物质资源不平等等认知暴力。第二，批判性的译语教学法似乎加强了对语言等级的认识，促进了集体团结，并使质疑单语制度规范的合作倡导成为可能。隔离的教学环境——尽管不公平——为相互支持和分享批判性反思提供了条件，而在主导群体监督限制这种对话的综合环境中，这种条件不太容易获得。然而，持续的内化羞耻感和有限的机构响应表明了课堂层面转变的界限。该研究将隔离的难民教室概念化为再现和抵制系统压迫的批判性跨语言空间，说明了在更广泛的种族语言意识形态结构中批判性教学法的潜力和局限性。

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引用次数: 0

Shared authorship in the making: Students’ perspectives on collaborative writing 共同创作：学生对合作写作的看法

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2026-01-01 DOI: 10.1016/j.linged.2025.101490

Gergely Szabó , Katalin Ráhel Turai , Csanád Bodó

Collaborative writing (CW) has gained significant importance in recent decades due to several interrelated factors that reflect changes in educational practices, technological advancements, and the evolving nature of work environments. In educational contexts, CW is frequently analyzed in terms of how it impacts students’ written outcomes; yet less attention is given to understanding how students themselves experience the process of collaboration. The article examines collaborative writing in the context of higher education from the perspective of the students themselves in teacher training. The study was conducted in Hungary, in East-Central Europe, where students are generally more accustomed to individual work than to collaborative approaches. The inclusion of their novel experiences and understandings of CW makes the research particularly relevant. The article aims to explore 1) students’ perceptions of their participation in CW exercises, 2) the processes through which collaboratively written texts are being produced, 3) the temporal organization of these processes. To this aim, we analyze post-task questionnaire data and conversations during the task, following a participatory agenda that also entailed a joint analysis of conversations with the students. In the article, we first argue that the preference for writing together changes positively during collaborative writing even if the work invested is not equally shared between the authors. Second, we argue that students perceive collaborative writing as an effective mode of text production; in our case, this perception was made explicit during joint analytical work.

近几十年来，由于几个相互关联的因素反映了教育实践、技术进步和工作环境的变化，协作写作（CW）已经变得非常重要。在教育背景下，人们经常从影响学生写作成绩的角度来分析连续思维；然而，很少有人关注学生自己是如何体验合作过程的。本文从教师培训中学生自身的角度考察了高等教育背景下的合作写作。这项研究是在中东欧的匈牙利进行的，那里的学生通常更习惯于个人作业，而不是合作方式。他们的新经历和对连续思维的理解使得这项研究特别相关。本文旨在探讨1)学生对他们参与连续练习的看法，2)协作撰写文本的过程，3)这些过程的时间组织。为此，我们分析任务后的问卷数据和任务期间的对话，遵循参与性议程，也需要与学生的对话进行联合分析。在本文中，我们首先论证了在合作写作过程中，即使投入的工作在作者之间不是平均分配的，共同写作的偏好也会发生积极的变化。其次，我们认为学生认为合作写作是一种有效的文本生产模式；在我们的案例中，这种看法是在联合分析工作期间明确提出的。

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引用次数: 0

Language and racialised emotions: Narratives of a student’s racism complaint at a British university 语言与种族化的情绪：一名英国大学学生对种族主义的控诉

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-12-30 DOI: 10.1016/j.linged.2025.101488

Shuang Gao

This paper examines raciolinguistic injustice through the lens of racialised emotions (Bonilla-Silva, 2019). It presents a case study of a PhD student who was traumatised and suffering from chronic depression and anxiety, suicidal thoughts, and post-traumatic stress disorder (PTSD) due to her supervisor’s repeated criticisms of her English language and academic competence. Drawing upon interviews with the student, I analysed her accounts as narratives of racial trauma and highlighted how experiencing and resisting raciolinguistic injustice involves multiple emotions (e.g., fear, despair, suicidality, outrage). I show that these emotions were not just bodily reactions to and against raciolinguistic violence but also played an agentive role in the student’s struggles and transformation from a victim to a survivor. Also, these emotions were engendered by institutional mechanisms and tactics that sustain racism, including 1) raciolinguistic gaslighting, 2) institutional inaction, 3) denial of racism, and 4) racialisation of the victim. Thus, in making a complaint about an individual (her supervisor), the student ended up facing an institutional system that invalidated and disoriented her while needing to prove her inculpability. In explicating the entanglements of language, race, and emotions, this paper highlights the institutional production of racialised emotions and raciolinguistic injustice while exposing the emotional labour of a traumatised and racialised student in a white institutional system.

本文通过种族化情绪的视角审视了种族语言的不公正（Bonilla-Silva, 2019）。它提出了一个案例研究，一个博士生受到创伤，患有慢性抑郁和焦虑，自杀念头，以及创伤后应激障碍（PTSD），因为她的导师一再批评她的英语语言和学术能力。根据对该学生的采访，我分析了她对种族创伤的叙述，并强调了经历和抵制种族语言不公正是如何涉及多种情绪的（例如，恐惧、绝望、自杀倾向、愤怒）。我认为这些情绪不仅仅是对种族语言暴力的身体反应，而且在学生从受害者到幸存者的斗争和转变中发挥了代理作用。此外，这些情绪是由维持种族主义的制度机制和策略产生的，包括1)种族语言的煤气灯，2)制度上的不作为，3)否认种族主义，4)受害者的种族化。因此，在投诉一个人（她的导师）时，学生最终面对的是一个制度体系，这个体系在证明她的清白的同时，又使她失去了判断力和方向感。在解释语言、种族和情感的纠缠时，本文强调了种族化情感和种族语言不公正的制度生产，同时揭示了白人制度体系中受到创伤和种族化的学生的情感劳动。

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引用次数: 0

Knowledge-building in EMI STEM lectures: A constellation and sequencing analysis EMI STEM讲座中的知识构建：星座和序列分析

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-11-24 DOI: 10.1016/j.linged.2025.101479

Nashwa Nashaat-Sobhy , Tom Morton

This study examines how a lecturer in an online English-medium instruction (EMI) setting navigates the complexity of presenting the MATLAB programming environment to undergraduate aeronautical engineering students. While much EMI research focuses on linguistic challenges, this paper turns attention to the structuring of disciplinary knowledge in teacher discourse. Drawing on Legitimation Code Theory (LCT), the analysis uses two complementary tools: constellations and sequencing. Constellation analysis shows how sets of ideas, practices, or stances are selected from a broader semantic field and arranged into a particular pattern. The sequencing tool examines how short passages of discourse are combined into longer, cumulative sequences that enable knowledge-building. Together, these tools are used to show how the lecturer organises and layers complex meanings relating to the MATLAB environment across extended discourse. The analysis indicates that the lecturer adopts an aggregating strategy, clustering related ideas around key terms or categories rather than linking them through linear assembling sequences. This approach is enacted through sequencing moves, most notably cumulative sequencing, which condenses and integrates dispersed meanings into progressively stronger knowledge, in contrast to segmental sequencing, which partitions ideas without cumulative integration. The paper highlights how sequencing choices shape the pedagogic trajectory through a constellation of meanings, and how these strategies contribute to making complex disciplinary knowledge more accessible to students in EMI settings

本研究考察了在线英语媒体教学（EMI）设置中的讲师如何导航向航空工程本科学生呈现MATLAB编程环境的复杂性。虽然许多EMI研究集中在语言挑战上，但本文将注意力转向教师话语中的学科知识结构。利用合法性代码理论（LCT），分析使用了两个互补的工具：星座和排序。星座分析显示了如何从更广泛的语义领域中选择一系列想法、实践或立场，并将其排列成特定的模式。排序工具检查如何将话语的短段落组合成更长的、累积的序列，从而实现知识的构建。总之，这些工具用于展示讲师如何组织和分层与扩展话语中的MATLAB环境相关的复杂含义。分析表明，演讲者采用了一种聚合策略，将相关的思想围绕关键术语或类别聚在一起，而不是通过线性组合序列将它们联系起来。这种方法是通过排序动作来实现的，最明显的是累积排序，它将分散的含义浓缩并整合成逐渐增强的知识，而片段排序则是在没有累积整合的情况下分割思想。本文强调了排序选择如何通过一系列意义塑造教学轨迹，以及这些策略如何有助于使EMI环境中的学生更容易获得复杂的学科知识

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引用次数: 0

The meta-reflective orientation map: A radial model of teachers reflecting on the act of reflecting 元反思取向图：教师反思行为的放射状模型

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-11-08 DOI: 10.1016/j.linged.2025.101478

Le Thanh Thao , Pham Trut Thuy

This study proposes the Meta-Reflective Orientation Map (MROM) as an analytic heuristic for interpreting teachers’ reflective writing (RW) as discursive displays of stance and writer identity. Drawing on Hyland’s (2005) theorization of stance/engagement and Ivanič’s (1998) account of voice and identity in writing, we examine 189 reflections produced by Vietnamese English as a foreign language (EFL) teachers in a state-mandated professional development (PD) programme, with close analysis of 46 texts that explicitly engage in meta-reflection. Using iterative, interpretive coding, we identified four recurring orientations, including compliance awareness, epistemic uncertainty, reflective strategy talk, and purpose questioning, that co-occur and shift within and across texts. We show how these orientations are shaped by the reflective task’s genre and accountabilities (prompt design, assessment stakes, language-of-writing, audience), arguing that RW should be read as situated discourse rather than as a window onto a private cognitive state. The MROM typology is offered as a practical lens for teacher educators to diagnose and scaffold reflection under real institutional conditions. We close by outlining genre-sensitive pedagogical moves (e.g., re-phrasing prompts, decoupling grades from self-critique, modelling voice) and by calling for comparative work across languages, institutions, and assessment regimes.

本研究提出元反思取向图（MROM）作为一种分析启发式方法来解释教师反思性写作作为立场和作者身份的话语展示。借鉴Hyland（2005）的立场/参与理论和ivaninik（1998）对写作中的声音和身份的描述，我们研究了越南英语作为外语（EFL）教师在国家规定的专业发展（PD）计划中产生的189个反思，并对46个明确参与元反思的文本进行了仔细分析。使用迭代的、解释性的编码，我们确定了四个反复出现的方向，包括遵从意识、认知不确定性、反思策略谈话和目的质疑，它们在文本内部和文本之间共同发生和转移。我们展示了这些取向是如何被反思任务的类型和责任（提示设计、评估风险、写作语言、受众）所塑造的，并认为RW应该被视为情境话语，而不是私人认知状态的窗口。MROM类型学为教师教育工作者在真实制度条件下诊断和支撑反思提供了一个实用的视角。最后，我们概述了体裁敏感的教学举措（例如，重新措辞提示，从自我批评中分离分数，建模声音），并呼吁跨语言，机构和评估制度的比较工作。

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引用次数: 0

Incorrect or creative answer: Teachers’ third positions in IRF sequences of collaborative teaching 不正确或创造性的答案：教师在协作教学的IRF序列中的第三个位置

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-10-22 DOI: 10.1016/j.linged.2025.101477

Josephine Mijin Lee

This study explores the interactional and pedagogical functions of teachers’ third positions within initiation–response–feedback (IRF) sequences in co-taught classrooms. Using a conversation analytic approach, it examines how collaborative teaching both parallels and departs from single-teacher classroom interaction. The dataset comprises two lesson hours of video recordings featuring three co-teaching pairs in a second-grade English–Korean bilingual elementary school in South Korea. Analysis revealed that while some third positions showed co-teachers jointly affirming or correcting student responses, others functioned as sites of divergence, exposing different instructional priorities and stances. In aligned cases, co-teachers jointly deliver feedback with shared polarity, using coordinated verbal and embodied resources to provide cohesive evaluations and maintain task focus. In diverging cases, teachers respond to the same student action with contrasting assessments or epistemic orientations, reframing student responses through different evaluative lenses, prompting revision of an initial stance, or reconfiguring the participation framework entirely. These findings show that, unlike in single-teacher classrooms, third positions in co-teaching are not merely expanded feedback slots, but interactionally rich sites where pedagogical and relational contingencies are negotiated moment by moment. This study contributes to classroom interaction research by empirically documenting the actions co-teachers employ in third positions of multiparty instruction.

本研究探讨了共同教学课堂中教师第三位在发起-反应-反馈（IRF）序列中的互动和教学功能。使用对话分析方法，它考察了协作教学如何与单教师课堂互动相平行和不同。该数据集包括韩国一所英韩双语小学二年级的三个共同教学对的两个课时的视频记录。分析显示，虽然一些第三位置显示共同教师共同肯定或纠正学生的回答，但其他位置则作为分歧点，暴露出不同的教学优先级和立场。在一致的情况下，合作教师共同提供具有共同极性的反馈，使用协调的口头和具体化资源提供内聚评价并保持任务焦点。在不同的情况下，教师用不同的评估或认知取向来回应相同的学生行为，通过不同的评估镜头来重构学生的反应，促使对初始立场的修改，或完全重新配置参与框架。这些发现表明，与单教师课堂不同，联合教学中的第三个位置不仅是扩展的反馈槽，而且是互动丰富的站点，在这里，教学和关系的突发事件随时都在协商。本研究通过实证记录合作教师在多方教学的第三位所采取的行动，有助于课堂互动研究。

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引用次数: 0

Word searches in L2 peer interaction at language cafés: Opportunities for learning 语言交流中二语同伴互动中的词汇搜索：学习的机会

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-10-16 DOI: 10.1016/j.linged.2025.101462

Linda N. Narfström

Language cafés bring together speakers aiming to practice a target language in a nonformal setting. In this conversation analytic study, interactions between L2 speakers at language cafés are analyzed with a focus on collaborative word searches and how these may occasion participants’ orientation to linguistic items as "learnables”, that is, as objects of learning. The analysis includes two extended cases of participants' orientation to learnables and draws on both on-line interaction and face-to-face interaction. In both examples participants rely on each other's language expertise, as well as on the expertise invested in online translation programs on their smartphones. They also employ additional interactional resources, such as other shared languages and gestures. It is demonstrated how the participants’ collaborative work goes beyond restoring intersubjectivity and develops into shared orientations to learnables. These orientations manifest as: a) a search for linguistic accuracy in the target language, b) meta-linguistic discussions about vocabulary, grammar, and pronunciation, and c) demonstrations of learning behavior in the form of repetitions of new information about the item. The findings show that the language café, online as well as on-site, can provide room for L2 speakers to collaboratively explore items in the target language as objects of learning, and that such orientations can occur without the guidance of a facilitator who is more knowledgeable in the target language.

语言交流会将意在非正式场合练习目标语言的说话者聚集在一起。在这个会话分析研究中，我们分析了第二语言使用者在语言交流平台上的互动，重点是协作词搜索，以及这些搜索如何使参与者将语言项目定位为“可学习的”，即作为学习对象。分析包括两个扩展的案例，参与者倾向于学习，并利用在线互动和面对面的互动。在这两个例子中，参与者都依赖于彼此的语言专业知识，以及他们智能手机上在线翻译程序的专业知识。它们还使用额外的交互资源，如其他共享语言和手势。它展示了参与者的协作工作如何超越恢复主体间性，并发展为可学习的共享方向。这些取向表现为：a)在目标语言中寻找语言的准确性；b)关于词汇、语法和发音的元语言讨论；c)以重复项目新信息的形式展示学习行为。研究结果表明，在线和现场的语言培训可以为第二语言使用者提供空间，让他们共同探索目标语言中的项目作为学习对象，而且这种定向可以在没有对目标语言更了解的引导者的指导下发生。

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引用次数: 0

Linguistic reasoning for secondary school students: The case of identifying syntactic functions in L1 grammar education 中学生的语言推理：母语语法教育中句法功能识别的案例

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-10-03 DOI: 10.1016/j.linged.2025.101467

Amina Hallab , Andreas Trotzke

The ability to identify syntactic functions is a core learning objective in L1 grammar education in the German school system. We present an intervention study that explored the benefits of introducing secondary school students to linguistic concepts such as event structure, constituency, syntactic arguments vs. adjuncts, and the diversity of case assignment in German. We tested the performance of two different groups of secondary schoolers: One was taught according to traditional textbook materials; the other group received the linguistic intervention. Our results are mixed. On the one hand, both groups persist on traditional strategies that are linguistically insufficient and known to lead to false predictions. On the other hand, the linguistic intervention seems to complement those deficient strategies and overall leads to better performance in identifying syntactic functions. We conclude that instead of revolutionizing current school curricula, linguistics should tailor its theoretical concepts to the traditional concepts in a way that the linguistic tools put the insufficient strategies in perspective without abandoning them altogether.

识别句法功能的能力是德国学校系统中母语语法教育的核心学习目标。我们提出了一项干预研究，探讨了向中学生介绍语言概念的好处，如事件结构，选区，句法论点与辅助词，以及德语案例分配的多样性。我们测试了两组不同的中学生的表现：一组根据传统教材进行教学；另一组接受语言干预。我们的结果喜忧参半。一方面，这两个群体都坚持传统的策略，这些策略在语言上是不充分的，并且已知会导致错误的预测。另一方面，语言干预似乎弥补了这些不足的策略，并在识别句法功能方面取得了更好的成绩。我们得出的结论是，语言学不应该彻底改变当前的学校课程，而是应该根据传统概念调整其理论概念，使语言工具能够正确看待不足的策略，而不是完全放弃它们。

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引用次数: 0

Assembling competent participation in L2 interaction in a "simulated wild" context 在“模拟野外”环境中组织二语互动的能力参与

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-09-30 DOI: 10.1016/j.linged.2025.101468

Zachary Nanbu , Eric Hauser

Language researchers are increasingly interested in how L2 is used beyond traditional language classrooms. In Japan, the recognition of limited opportunities to use English in "the wild" has led to the creation of English villages, sites that aim to create opportunities for language learning by simulating real-world environments and situations. Using conversation analysis (CA), this study explores an interactional practice deployed by an L1 English user to contribute to the assembly of competent participation by novice L2 English users during role-play tasks at an English village. The L1 user is shown to use incremental turn extensions, or increments, to transform emerging inter-turn gaps into intra-turn pauses. In doing so, the expert speaker claims silences as his own rather than the novices' and thus allows the L2 users a second opportunity to respond in a timely manner. Using increments, the L1 user addresses the gappiness that is common to L2 interaction and contributes to the assembly of the L2 users' competent participation. The findings further the notion within conversation analysis for second language acquisition (CA-SLA) of interactional competence as co-constructed and provide empirical documentation of naturally occurring interaction and practices in the context of an English village.

语言研究者对传统语言课堂之外如何使用第二语言越来越感兴趣。在日本，人们意识到在“野外”使用英语的机会有限，于是创建了英语村，这些网站旨在通过模拟现实世界的环境和情况，为语言学习创造机会。本研究利用会话分析（CA），探讨了由一名母语英语用户部署的互动实践，以促进第二语言新手在英语村角色扮演任务中的称职参与。L1用户使用增量的转弯扩展或增量，将出现的转弯间间隙转换为转弯内暂停。在这样做的过程中，专家演讲者声称沉默是他自己的，而不是新手的，从而允许第二语言使用者有第二次及时回应的机会。使用增量，第一语言用户解决了第二语言交互中常见的快乐，并有助于第二语言用户的有效参与。研究结果进一步证实了第二语言习得会话分析（CA-SLA）中互动能力的概念是共同构建的，并提供了在英语村背景下自然发生的互动和实践的实证文件。

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引用次数: 0