ERIC Number: ED444376
Record Type: Non-Journal
Publication Date: 2000-Mar
"Applying" Conversation Analysis in Applied Linguistics: Evaluating English as a Second Language Textbook Dialogue.
This article examines English-as-a-Second-Language (ESL) textbook telephone dialogues against the backdrop about what is reported about real telephone interaction based in research in conversation analysis (CA). An analysis of eight ESL textbooks reveals that the fit between what conversation analysts say about the nature of natural telephone conversation and that found in textbooks is unsatisfactory. Sequences such as summon-answer, identification, greeting, and how are you, often found in naturally occurring telephone exchanges, are absent, incomplete, or problematic in the textbook dialogues examined. The article argues that as the focus in language pedagogy increasingly turns toward the development of teaching materials that are informed by studies in discourse analysis, it may be important for materials writers and language teachers to pay attention to interconnections among language (or talk), sequence structure, and social action. The opening of a telephone conversation is an interactionally demanding task, not one done effortlessly or automatically as in textbook dialogues. The juxtaposition of natural telephone conversation with textbook conversation displays the tension between linguistic competence and linguistic performance, between understanding language as process and language as product. (Contains 52 references.) (Author/KFT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A