Практика исправлений на занятиях по английскому языку как иностранному для индонезийских студентов
Аннотация
В данном исследовании рассматривается практика исправлений, применяемая студентами вузов, изучающими английский как иностранный (EFL), для решения проблем понимания, которые могут привести к сбоям в коммуникации во время обсуждений на занятиях. В ходе исследования были получены речевые материалы 40 студентов второго семестра, выполнявших коммуникативные задания с использованием метода группового пазла и задания с неполной информацией. Записанные и расшифрованные разговоры были проанализированы с применением теории конверсационного анализа и методологического подхода с целью тщательного изучения частоты и типов стратегий исправлений, источников проблем и результатов исправлений. Результаты показывают, что для решения проблемы понимания студенты EFL использовали 11 стратегий исправления, инициированных собеседником: стратегии открытого класса или неопределенные стратегии; вопросительные слова; частичное повторение плюс вопросы с вопросительными словами; повторение или частичное повторение; понимание собеседника; исправление; просьба о повторении; невербальные средства; просьба дать определение, объяснение, перевод, пример или написание; явная демонстрация непонимания; и просьба сказать что-либо. Эти инициированные собеседником стратегии исправлений применялись при наличии лексических, семантических, связанных с содержанием, проблем, а также при наличии проблем, связанных с последовательностью/речевой подачей материала. Попытки решить проблему понимания осуществлялись с помощью комплекса результатов исправления, включая повторение, подтверждение, повторение или подтверждение плюс дополнение, объяснение, и/или перевод, и повторение или подтверждение плюс перевод. Исследование предоставляет преподавателям иностранных языков возможность по-новому взглянуть на то, как учащиеся EFL справляются с проблемами понимания в общении, чтобы они могли адекватно реагировать на практику исправлений, инициированную студентами.
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