Abstract
A Preliminary Analysis: The Effects of Conversation Analysis (CA) on Students’ Learning of Intercultural Interactional Skills
To bridge the learning of both language and culture, the concept of CA is being incorporated into the pedagogy and teaching materials design of an intercultural interaction short course (IISC). The current study reports on the preliminary analysis of the effects of CA on students’ intercultural language learning after taking the short course. Specifically, the study will examine 1) how learners used CA to make sense of their intercultural encounters, and 2) the benefits and challenges experienced by the learners using CA.
All learners analyzed in the study completed the IISC in a virtual exchange environment. The learners came from three different universities, two from Hong Kong and one from the UK. Written reflections were collected after each lesson (4 lessons in total) together with recordings of in-class activities. Then, the data collected was analyzed using a thematic approach via NVivo to understand how CA could be used for the learning of intercultural interactional skills.
The preliminary analysis of the data collected showed that some learners experienced difficulties when using CA, while some were able to use CA in various ways and degrees to help them understand their intercultural experiences. Although this finding shows the possible challenges CA might encounter as a pedagogical tool for intercultural language learning, it also indicates the potential of CA and points a way forward for improvement.
To bridge the learning of both language and culture, the concept of CA is being incorporated into the pedagogy and teaching materials design of an intercultural interaction short course (IISC). The current study reports on the preliminary analysis of the effects of CA on students’ intercultural language learning after taking the short course. Specifically, the study will examine 1) how learners used CA to make sense of their intercultural encounters, and 2) the benefits and challenges experienced by the learners using CA.
All learners analyzed in the study completed the IISC in a virtual exchange environment. The learners came from three different universities, two from Hong Kong and one from the UK. Written reflections were collected after each lesson (4 lessons in total) together with recordings of in-class activities. Then, the data collected was analyzed using a thematic approach via NVivo to understand how CA could be used for the learning of intercultural interactional skills.
The preliminary analysis of the data collected showed that some learners experienced difficulties when using CA, while some were able to use CA in various ways and degrees to help them understand their intercultural experiences. Although this finding shows the possible challenges CA might encounter as a pedagogical tool for intercultural language learning, it also indicates the potential of CA and points a way forward for improvement.
| Original language | English |
|---|---|
| Publication status | Not published / presented only - 28 Jun 2022 |
| Event | Warwick International Postgraduate Conference in Applied Linguistics - Duration: 1 Jan 2011 → … |
Conference
| Conference | Warwick International Postgraduate Conference in Applied Linguistics |
|---|---|
| Period | 1/01/11 → … |
Keywords
- Intercultural Language Teaching and Learning
- Intercultural Communication
- Intercultural Interactional Skills
- Conversation Analysis
- Pedagogy