Error Correction Techniques: Conversation-Analytic Perspective
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This study is to examine the actions in the correction relevant turns using Conversation Analysis (CA) framework. I focus on describing a variety of aspects of correction-in-interaction captured in transcripts of recordings of naturally occurring interaction during the phone interviews in the pedagogical context. Also, this paper aims to shed light on the factors affecting the effectiveness of the various types of the error correction techniques. By using CA methodology, it is possible to look at “finely grained architectural details” (Hall, 2007) of interaction in the activity of correction. The three actions that are observed in the correction relevant turns are (1) locating errors (2) doing of correcting, and (3) repeating the target sentence. And the first two actions are examined for the purpose of this study. All the actions are performed either interactionally-salient or interactionally-not-salient ways. While phonological emphasis and specific instructions are given to make the activity of correction salient to the caller, simple repetition the correct form of the answer is not salient enough for the caller to understand what the teachers are trying to do at turn-at-talk. This study does not try to demonstrate how language is operationalized in human’s brain as in SLA but illustrates what it does how it is performed in talk-in-interaction from the CA perspective.
Abstract
This study is to examine the actions in the correction relevant turns using Conversation Analysis (CA) framework. I focus on describing a variety of aspects of correction-in-interaction captured in transcripts of recordings of naturally occurring interaction during the phone interviews in the pedagogical context. Also, this paper aims to shed light on the factors affecting the effectiveness of the various types of the error correction techniques. By using CA methodology, it is possible to look at “finely grained architectural details” (Hall, 2007) of interaction in the activity of correction. The three actions that are observed in the correction relevant turns are (1) locating errors (2) doing of correcting, and (3) repeating the target sentence. And the first two actions are examined for the purpose of this study. All the actions are performed either interactionally-salient or interactionally-not-salient ways. While phonological emphasis and specific instructions are given to make the activity of correction salient to the caller, simple repetition the correct form of the answer is not salient enough for the caller to understand what the teachers are trying to do at turn-at-talk. This study does not try to demonstrate how language is operationalized in human’s brain as in SLA but illustrates what it does how it is performed in talk-in-interaction from the CA perspective.
참고문헌 (26)
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