[2차년도] Using CA in the investigation of ELF interaction among L2/ multilingual students
- 영어영문학과
- Hit1025
- 2021-03-19
Presenter(s) / Title / Conference name / Date / Location
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Yujong Park, Using Conversation Analysis in the Investigation of ELF Classroom Interaction among Multilingual Students, Paper presented at the Conversation Analysis of English Learning Activities International Symposium, February 21, 2021 |
In this talk, I first provide a brief review of past studies that have employed conversation analysis
for analyzing L2 classroom interaction and ELF interaction (reference below) followed by a
presentation of my research on the linguistic identities of ELF multilingual users in Korea. Past
conversation analytic research on the L2 classroom setting have covered a wide range of topics
including how learning occurs (largely through the IRF/IRE sequence), the functions of a variety
of action types and its’ institutional nature. More recently, several researchers have begun to study
ELF interaction in both the classroom and ordinary conversational settings using CA to show how
participants cooperatively accomplish shared goals (reference below). Prior research suggests that
there is a need for research in the Asian context covering different range of topics that are relevant
to this population of ELF users (reference below). Against this backdrop, I explore participants’
discursive orientations towards different ways of speaking English based on a collection of ELF
interactions collected from several university classrooms in Korea (ongoing), whereby participants
from various lingua-cultural background interact with each other in a number of discussion
sessions.Itwill be argued thatapplyingCA theory andmethod to momentsof participant-oriented-
to identity work can provide researchers with insights into the manner in which interactants
navigate and negotiate their respective linguistic identities at the ground level of turn-by-turn talk,
while simultaneously reaffirming and potentially reestablishing a hierarchical relationship
between the types of English used. By privileging a specific way of speaking through interaction,
students may contribute to the reproduction of linguistic power and capital regarding the English
language in the Korean context. The value of employing a conversation analytic framework in the
analysis of classroom talk and ELF interaction will be discussed as well as suggestions for future
studies in this area.