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5B - “I Have a Question”

A Corpus-Based Analysis of Target Discourse in Office-Hour Interactions

from Part II - Tasks and Needs Analysis

Published online by Cambridge University Press:  19 November 2021

By
Ayşenur Sağdıç  and
Derek Reagan
Edited by
Mohammad Javad Ahmadian  and
Michael H. Long
Mohammad Javad Ahmadian
Affiliation:
University of Leeds
Michael H. Long
Affiliation:
University of Maryland, College Park
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Summary

This study reports on a task-based analysis of target discourse by examining a corpus of naturally occurring face-to-face office-hour interactions between English-speaking students and instructors at a US university. Fourteen office hours involving 106 interactants were extracted from the Michigan Corpus of Academic Spoken English and coded for types of office hours, sub-tasks, and pragmatic and interactional features. Based on the findings, a prototypical model of an office-hour interaction was produced, which can serve as a sound basis for developing genuine pedagogic tasks for teaching EAP students the necessary second language pragmatics to navigate office-hours.

Keywords

Analysis of target discoursetask-based language teachingsecon language pragmaticsoffice-hourscorpus pragmaticsEnglish for academic purposes
Type
Chapter
Information
The Cambridge Handbook of Task-Based Language Teaching , pp. 188 - 202
Publisher: Cambridge University Press
Print publication year: 2021

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References

Further Reading

Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Gonzalez-Lloret, M. (2019). TBLT and L2 pragmatics. In Taguchi, N., ed. The Routledge handbook of SLA and pragmatics. New York: Routledge.Google Scholar
Long, M. H., ed. (2005). Second language needs analysis. Cambridge: Cambridge University Press.Google Scholar
Simpson-Vlach, R. C. and Leicher, S. (2006). The MICASE handbook: A resource for users of the Michigan corpus of academic spoken English. Ann Arbor: The Regents of the University of Michigan.Google Scholar
Taguchi, N. and Kim, Y. (2018), eds. Task-based approaches to teaching and assessing pragmatics. Amsterdam: John Benjamins.Google Scholar
Youn, S. J. (2018). Task-based needs analysis of L2 pragmatics in an EAP context. Journal of English for Academic Purposes, 36, 86–98.Google Scholar

References

Bardovi-Harlig, K. and Hartford, B. S. (1993). Learning the rules of academic talk: A longitudinal study of pragmatic change. Studies in Second Language Acquisition, 15, 279–304.Google Scholar
Biber, D. (1993). Representativeness in corpus design. Literary and Linguistic Computing, 8(4), 243–57.Google Scholar
Culpeper, J., Mackey, A., and Taguchi, N. (2018). Second language pragmatics: From theory to research. New York: Routledge.Google Scholar
Fraser, B. (2010). Pragmatic competence: The case of hedging. In Kaltenböck, G., Mihatsch, W., and Schneider, S., eds. New approaches to hedging. Bingley: Emerald, pp. 15–34.Google Scholar
Gilabert, R. (2005). Evaluation the use of multiple sources and methods in needs analysis:A case study of journalists in the Autonomous Community of Catalonia (Spain). In Long, M. H., ed. Second language needs analysis Cambridge: Cambridge University Press, pp. 182–99.Google Scholar
González-Lloret, M. (2008). “No me llames de usted, tratame de tu”: L2 address behavior development through synchronous computer-mediated communication Unpublished PhD dissertation. University of Hawai‘i at Mānoa.Google Scholar
González-Lloret, M. and Nielson, K. B. (2014). Evaluating TBLT: The case of a task-based Spanish program. Language Teaching Research, 19(5), 525–49.Google Scholar
Hillman, K. K. and Long, M. H. (2020). Target tasks for US foreign service officers: The challenge for TBLT of the Japanese celebration speech. In Lambert, C. and Oliver, R., eds. Using tasks in diverse contexts. Bristol: Multilingual Matters, pp. 123–145.Google Scholar
Hymes, D. (1974). Foundations in sociolinguistics: An ethnographic approach. Philadelphia: University of Pennsylvania Press.Google Scholar
Long, M. H. (2015). Second language acquisition and task-based language teaching. Malden, MA: Wiley-Blackwell.Google Scholar
Reagan, D. and Payant, C. (2018). Task modality effects on Spanish learners’ interlanguage pragmatic development. In Taguchi, N. and Kim, Y., eds. Task-based approaches to teaching and assessing pragmatics. Amsterdam/Philadelphia: John BenjaminsGoogle Scholar
Ren, W. and Han, Z. (2016). The representation of pragmatic knowledge in recent ELT textbooks. ELT Journal, 70(4), 424–34.Google Scholar
Sağdıç, A. (2019). From researchers to L2 classrooms: Teaching pragmatics through collaborative tasks. In Anwaruddin, S., ed. Knowledge mobilization in TESOL: Connecting research and practice. Leiden: Brill Publishing, pp. 113–27.Google Scholar
Simpson, R. C., Briggs, S. L., Ovens, J., and Swales, J. M. (2002). The Michigan corpus of academic spoken English (MICASE). Ann Arbor: The Regents of the University of Michigan.Google Scholar
Skyrme, G. (2010). Is this a stupid question? International undergraduate students seeking help from teachers during office hours. Journal of English for Academic Purposes, 9(3), 211–21.Google Scholar
Taguchi, N. and Kim, Y. (2018), eds. Task-based approaches to teaching and assessing pragmatics. Amsterdam/Philadelphia: John Benjamins.Google Scholar
Vellenga, H. (2004). Learning pragmatics from ESL & EFL textbooks: How likely? TESL-EJ, 8(2).Google Scholar
Youn, S. J. (2018). Task-based needs analysis of L2 pragmatics in an EAP context. Journal of English for Academic Purposes, 36, 86–98.Google Scholar

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