Language output, communication strategies and communicative tasks : in the Chinese context / Cynthia Lee.

Format:

Book

Author/Creator:

Lee, Cynthia F. K. (Cynthia Fong King)

Language:

English

Subjects (All):

Language and languages--Study and teaching.

Language and languages.

English language--Study and teaching.

English language.

Interaction analysis in education.

Second language acquisition.

Physical Description:

xiii, 154 pages ; 23 cm

Place of Publication:

Lanham, Md. : University Press of America, [2004]

Summary:

This innovative book examines the relationship between foreign (L2) language acquisition and task-based learning from an output perspective, with a concentration on the learner's discourse and retrospection. Author Cynthia Lee explores this issue in an experimental context; with particular reference to Hong Kong Chinese tertiary learners of English. Lee's study contributes to research on L2 acquisition and casts light on task-based learning and pedagogy in Hong Kong classrooms and beyond. English language teaching practitioners, researchers, and applied linguists will find special value in this book.

Contents:

Acquisition of L2 through Interaction in Natural and Classroom Contexts 3

Obtaining Comprehensible Input 3

Producing Comprehensible Output 6

Factors Facilitating Pushed Output or Stretching in Tasks 10

Task Types 10

Gender 12

Topic and Interlocutor Familiarity 13

Task Instruction, Planning Time and Task Repetition 14

Signal Type 15

Grouping 15

Strategies in Interlanguage Communication and Development 16

Communication Strategies 16

Functions of Strategy in Interlanguage Development and Interaction 17

Domains of Strategy Use 19

Strategies as a Discourse Process for Negotiation 19

Strategies as a Cognitive Process to Avoid Communication Breakdown 20

Strategies as Acts of Speech 22

Limitations of Task-based Learning for L2 Acquisition 23

Limitations of Strategy Use in Interaction for L2 Acquisition 24

Chinese Learning Culture 29

A Chinese Context -Hong Kong 30

Task-based learning in Hong Kong 31

Research Questions 34

Subjects' Profiles 35

Task Types and their Nature 35

Coding Categories 36

Data Collection Techniques 36

Procedures 38

Conventions of Transcription 39

Categories 40

Divergent Task: Length of Turns, Variety and Complexity of Syntax, Variety of Lexis and Discourse Structure Length of Turns 43

Variety and Complexity of Syntax 44

Variety of Lexis 48

Discourse Structure 48

Convergent Task: Length of Turns, Variety and Complexity of Syntax, Variety of Lexis and Discourse Structure Length of Turns 52

Variety and Complexity of Syntax 52

Variety of Lexis 53

Discourse Structure 55

Strategies Used in the Discourse of Learner-learner Interaction Modification of the Intended Meaning Initiated by the Interlocutor through Paraphrase (Self- and Other-) and Example Giving 59

Self-initiated Paraphrase 59

Other-initiated Paraphrase 60

Example Giving 60

Modification of the Intended Meaning Triggered by the Interlocutor through Clarification Request, Comprehension Check, Confirmation Check and Helping Out 60

Clarification Request 61

Comprehension Check 62

Helping Out 63

Modification of the Intended Meaning and Linguistic Expression through Substitution of Morphemes and Key Words 64

Part I The Subjects' Personal Language Learning Experience 65

Type of Language Learner 65

Ways to Handle Problems in Expressing Ideas in First Language 66

Ways to Handle Problems in Expressing Ideas in Second Language 66

Language Use Attitude 66

Use of English 66

Part II The Subjects' Previous Language Learning Experience 67

Language Learning at Schools 67

Teaching Method 67

Opportunities to Use English to Express Ideas in the Classroom 67

Part III The Subjects' Reflections on their L2 Output in the Tasks 67

Behaviour in Research and Real Life 68

Reflections on Performance 68

Overall Comments 68

Retrospections 68

Summary of Retrospections 69

Other Correction 69

Self Correction 70

Pause 70

Hesitation 71

Self-paraphrase 71

Other-paraphrase 72

Repetition 73

Interruption 73

Giving up the Message 74

Relationship between Communicative Tasks and Discourse Structures 76

Relationship between Communicative Tasks and Strategy Use for L2 Acquisition 77

Causal Relationship between Communicative Tasks and Strategy Use 78

Assisting L2 Acquisition in Learner-learner Interaction through Strategy Use: Clarification Request and Comprehension Check 79

Triggering More L2 Output 79

Facilitating the Use of Different Question Forms 81

Helping Out 82

Paraphrasing One's Idea or the Interlocutor's Idea and Example Giving 83

Self-correction and Other-correction 86

Self-Correction 86

Other-Correction 86

Other Factors Influencing the Use of L2 in Communicative Tasks 87

Choice of Topics 87

Limited Linguistic Ability and Confidence in Manipulating L2 88

Task Instructions 88

Role of Individual Differences 89

Role of Teachers and Feedback Quality 91

Implications of the Study for Task-based Learning Theory Interdependence Relationship between Task Types, Strategy Use and L2 Output 95

Role of Individual Differences and Teachers in Mediating Task-based Learning 95

Implications of the Study for L2 Acquisition 96

Exploring L2 Acquisition from a Discourse Perspective 96

Exploring L2 Acquisition from an Output Perspective 97

Limitations of the Study 97

Research Design 97

Data Collection Techniques 98

Discourse Transcription 98

Interview 98

Pedagogic Implications for L2 Teaching for Chinese Learners of English 99

Using Tasks in the Classroom to Experience L2 Output and Reflect on it 99

Encouraging Strategy Use in Context 100

Requiring a Re-interpretation of Teachers' and Learners' Roles and a Re-distribution of Responsibility between Teachers and Course Designers 100

Appendix 2 Examples of the Types of Syntax Identified from the Convergent Task 115

Appendix 3 Examples of the Types of Syntax Identified from the Divergent Task 123

Appendix 4 More Examples to Illustrate the Discourse Structure of the Convergent task 131

Appendix 5 More examples to Illustrate the Discourse Structure of the Divergent task 135

Appendix 6 Examples of Communication Strategies 137.

Notes:

Includes bibliographical references and indexes.

ISBN:

0761828869

OCLC:

60679528