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Towards a respecification of L2 comm...

Lee, Yo-An.

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Towards a respecification of L2 communicative competence: Interactional fluency and L2 instruction.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Towards a respecification of L2 communicative competence: Interactional fluency and L2 instruction./
作者:	Lee, Yo-An.
面頁冊數:	234 p.
附註:	Advisers: Keiko K. Samimy; Douglas H. Macbeth.
Contained By:	Dissertation Abstracts International62-08A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3022524
ISBN:	0493341358

Towards a respecification of L2 communicative competence: Interactional fluency and L2 instruction.
Lee, Yo-An.

Towards a respecification of L2 communicative competence: Interactional fluency and L2 instruction. - 234 p.

Advisers: Keiko K. Samimy; Douglas H. Macbeth.

Thesis (Ph.D.)--The Ohio State University, 2001.

The concept of “communicative competence” has generated a litany of theoretical models that formulate what are involved in competent language use and predict L2 development. Nonetheless, the analytic literature has yet to represent adequately the realities of language use that are infested with an unforeseen range of variants and contingencies. I contend that theoretical formulations of communicative competence rely on the pre-given constructs and analytic categories, which naturally gloss over actual practices of competent language use in talk-in-interaction.

ISBN: 0493341358Subjects--Topical Terms:

1018115
Education, Language and Literature.

Towards a respecification of L2 communicative competence: Interactional fluency and L2 instruction.
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100 1 $a Lee, Yo-An. $3 1259982
245 1 0 $a Towards a respecification of L2 communicative competence: Interactional fluency and L2 instruction.
300 $a 234 p.
500 $a Advisers: Keiko K. Samimy; Douglas H. Macbeth.
500 $a Source: Dissertation Abstracts International, Volume: 62-08, Section: A, page: 2704.
502 $a Thesis (Ph.D.)--The Ohio State University, 2001.
520 $a The concept of “communicative competence” has generated a litany of theoretical models that formulate what are involved in competent language use and predict L2 development. Nonetheless, the analytic literature has yet to represent adequately the realities of language use that are infested with an unforeseen range of variants and contingencies. I contend that theoretical formulations of communicative competence rely on the pre-given constructs and analytic categories, which naturally gloss over actual practices of competent language use in talk-in-interaction.
520 $a Following the analytic policies of ethnomethodology, the present study provides procedural accounts of communicative competence, questioning what occurrences of language behavior would count as a competent case of language use. It furnishes descriptive accounts of the members' own undertaking of what goes on, before subjecting them to conceptual formula. Retrieving the member's own undertaking of their own discourse is pursued by looking into the sequential order and production of their actions. The investigation of how one action is made relevant to another within a sequential and temporal domain makes it possible for analysts to describe the members' methods of talking and order of activities through which the teacher and her students accomplish their classroom activities.
520 $a Based on the transcribed L2 interaction from a college ESL composition classroom, the findings of the present study provide a collection of competency's evidences, found in the midst of the practical tasks and occasions that the members encounter in their L2 lessons. The first collection shows the L2 students' competent practices of language use as they are engaged in various classroom tasks. The second analysis chapter describes the teacher's competent communicative acts of understanding in their practical enactment of classroom lessons. The procedural focus of the present study and its findings pose a different question for the L2 literature that the communicative competence is the condition of L2 learning, as much as its outcome, once we look into methods of talking embedded in L2 communication. The conclusion chapter discusses the implication of the findings for the L2 literature, especially in the two areas of studies: the study of L2 language use and language classroom research.
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790 1 0 $a Samimy, Keiko K., $e advisor
791 $a Ph.D.
792 $a 2001
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