Conversation analysis is analytic methodology that analyzes learner’s cognition by interaction in conversation. In language learning behavior tracking, first, the researchers must make sure the learning objects to track. During the process, the researcher may pay attention to some stuff that is easy to ignore in the tracking. That is trying to find all database in all moments possible. Certainly, it is really difficult as there are a large amount of work to do. Longitudinal study is still infancy in CA, but it worth to study. Learning talking analysis is a more specific kind of CA called CA-for-SLA.. For teachers educators, they should observe the learner’s reaction to their material and their method, and it would help the educator to see how their material works out. In addition, Markee mentioned that, in the process to lead student practice CA analysis, rather than talk the complicated term to students, the professors prefer to teach them the specific method and it is useful. It work more students. I thought it also could be applied in other field. Thus，during CA, linguist educators must know their learning objects clearly to make sure the CA could develop more smoothly. And in the education process, the educator could lead students do specific CA, and it would help students understand the specific operation of CA rather than only knowing its meaning.
Mostrando entradas con la etiqueta Markee. Mostrar todas las entradas
Mostrando entradas con la etiqueta Markee. Mostrar todas las entradas
jueves, 12 de enero de 2017
Conversation Analysis for Second Language Acquisition and beyond : an interview with Numa P. Markee
Conversation analysis is analytic methodology that analyzes learner’s cognition by interaction in conversation. In language learning behavior tracking, first, the researchers must make sure the learning objects to track. During the process, the researcher may pay attention to some stuff that is easy to ignore in the tracking. That is trying to find all database in all moments possible. Certainly, it is really difficult as there are a large amount of work to do. Longitudinal study is still infancy in CA, but it worth to study. Learning talking analysis is a more specific kind of CA called CA-for-SLA.. For teachers educators, they should observe the learner’s reaction to their material and their method, and it would help the educator to see how their material works out. In addition, Markee mentioned that, in the process to lead student practice CA analysis, rather than talk the complicated term to students, the professors prefer to teach them the specific method and it is useful. It work more students. I thought it also could be applied in other field. Thus，during CA, linguist educators must know their learning objects clearly to make sure the CA could develop more smoothly. And in the education process, the educator could lead students do specific CA, and it would help students understand the specific operation of CA rather than only knowing its meaning.
lunes, 5 de diciembre de 2016
Evnitskaya, N. (2012). Conversation Analysis for Second Language Acquisition and beyond: An interview with Numa P. Markee
Professor Numa P. Markee is Associate Professor
of Linguistics at the University of Illinois at Urbana-Champaign (United
States) where he teaches courses in Conversation Analysis, Second Language
Acquisition, Task Based Language Teaching and in Language Program
Administration. His principal research interests are in the area of
ethnomethodological Conversation Analysis applied to Second Language
Acquisition (CA-for-SLA), Discursive Psychology, socially distributed
cognition, classroom research, the uses of technology in applied linguistics
research and ESL teaching, and the management of curricular innovation. In
addition to numerous journal articles and book chapters on CA-for-SLA – the
main topic of the present interview.
You can find this interview in here.
Key ideas:
- conversational practices
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