作者：刘连娣著
页数：279
出版社：北京语言大学出版社
出版日期：2015
ISBN：9787561942079
电子书格式：pdf/epub/txt
内容简介
《中国学生英语会话互动特点研究—中国与澳大利亚大学生英语会话》，本书采用会话分析的方法，研究了中国大学生在“结对讨论”英语口试任务中的话语特点。通过比较中国学生和澳大利亚学生的口语会话特点，探讨了这些特点的形成因素以及对第二语言教学与测试的重要意义。
本书特色
刘连娣博士，北京语言大学外国语学部应用外语学院副教授。1 993年毕业于上海外国语大学英语系，获英语教育学士学位；2003年毕业于澳大利亚新南威尔士大学艺术与社会科学学院语言学系，获英语教育和应用语言学双硕士学位；201 2年毕业于澳大利亚麦考瑞大学人文学院语言学系，获英语语言学博士学位。
2003年起在北京语言大学任教，从事英语语言领域的教学和测试工作，并发表多篇英语教学与测试的论文。
目录
1 Introduction 1.1 Motivation of the study 1.2 Background of the study 1.2.1 Why study the spoken English of Chinese learners?
1.2.2 Why study the spoken English of Chinese learners in a paired test?
1.2.3 Why study Chinese EFL learner paired speaking in the PETS-5-SET format?
1.2.4 Why use CA techniques to study Chinese EFL learner speaking in a paired speaking test?
1.2.5 Why compare the test talk of Chinese EFL learners and Australian students?
1.3 Objectives of the study 1.4 Significance of the study 1.5 Research questions 1.6 Layout of the book 1.7 Summary2 Literature Review 2.1 Theoretical underpinnings 2.1.1 Interactional competence 2.1.2 Interactional sociolinguistics 2.1.3 Cross-cultural communication 2.1.4 Conversation analysis 2.2 Previous research on spoken interaction 2.2.1 Discourse-based studies in speaking tests 2.2.2 Discourse-based studies in L2 learning contexts 2.2.3 Discourse-based studies on Chinese EFL learners spoken discourse 2.3 Summary3 Methodology 3.1 Introduction 3.2 Data collection 3.2.1 Rationale of research design 3.2.2 Procedures of data collection 3.3 Data analysis 3.3.1 Data transcription 3.3.2 Analytic framework 3.3.3 Procedures of talk analysis 3.4 Summary4 Overview of CA Findings 4.1 Generic structure 4.1.1 Sequential organisation 4.1.2 Rhetorical style 4.2 Interactional patterns 4.2.1 Pattern categorisation 4.2.2 Operational definitions 4.2.3 Inter-coder reliability check 4.3 Turn-taking behaviour 4.3.1 Turn-taking style 4.3.2 Speaker fights 4.3.3 Listener responses 4.4 Summary5 Interaetional Features of the Chinese Dyads: A CA Perspective 5.1 Overview 5.2 Interactional features 5.2.1 Genetic structure 5.2.2 Interactional patterns 5.2.3 Turn-taking behaviour 5.3 Summary6 Interactional Features of the Australian Dyads: A CA Perspective 6.1 Overview 6.2 Interactional features 6.2.1 Genetic structure 6.2.2 Interactional patterns 6.2.3 Turn-taking behaviour 6.3 Summary7 Comparison of the Pair Talk by the Chinese and Australian Dyads 7.1 Introduction 7.2 Comparison of the pair talk 7.2.1 Generic structure 7.2.2 Interactional patterns 7.2.3 Turn-taking behaviour 7.3 Differences and contributing factors 7.3.1 Rhetorical style 7.3.2 Interactional patterns 7.3.3 Turn-taking behaviour 7.3.4 Conversational devices 7.3.5 Listener responses 7.4 Summary8 Conclusion 8.1 Introduction 8.2 Summary of main findings 8.2.1 Characteristics of the pair talk of Chinese EFL learners 8.2.2 Characteristics of the pair talk of Australian students 8.2.3 Similarities and differences of the pair talk between the Chinese EFL learners and Australian students 8.3 Evaluation of the study 8.3.1 Contributions 8.3.2 Limitations 8.4 Implications of the research 8.4.1 Theory 8.4.2 L2 teaching practice 8.4.3 L2 testing practice 8.5 Recommendations for future research 8.6 Summary 8.7 ConclusionReferences
1.2.2 Why study the spoken English of Chinese learners in a paired test?
1.2.3 Why study Chinese EFL learner paired speaking in the PETS-5-SET format?
1.2.4 Why use CA techniques to study Chinese EFL learner speaking in a paired speaking test?
1.2.5 Why compare the test talk of Chinese EFL learners and Australian students?
1.3 Objectives of the study 1.4 Significance of the study 1.5 Research questions 1.6 Layout of the book 1.7 Summary2 Literature Review 2.1 Theoretical underpinnings 2.1.1 Interactional competence 2.1.2 Interactional sociolinguistics 2.1.3 Cross-cultural communication 2.1.4 Conversation analysis 2.2 Previous research on spoken interaction 2.2.1 Discourse-based studies in speaking tests 2.2.2 Discourse-based studies in L2 learning contexts 2.2.3 Discourse-based studies on Chinese EFL learners spoken discourse 2.3 Summary3 Methodology 3.1 Introduction 3.2 Data collection 3.2.1 Rationale of research design 3.2.2 Procedures of data collection 3.3 Data analysis 3.3.1 Data transcription 3.3.2 Analytic framework 3.3.3 Procedures of talk analysis 3.4 Summary4 Overview of CA Findings 4.1 Generic structure 4.1.1 Sequential organisation 4.1.2 Rhetorical style 4.2 Interactional patterns 4.2.1 Pattern categorisation 4.2.2 Operational definitions 4.2.3 Inter-coder reliability check 4.3 Turn-taking behaviour 4.3.1 Turn-taking style 4.3.2 Speaker fights 4.3.3 Listener responses 4.4 Summary5 Interaetional Features of the Chinese Dyads: A CA Perspective 5.1 Overview 5.2 Interactional features 5.2.1 Genetic structure 5.2.2 Interactional patterns 5.2.3 Turn-taking behaviour 5.3 Summary6 Interactional Features of the Australian Dyads: A CA Perspective 6.1 Overview 6.2 Interactional features 6.2.1 Genetic structure 6.2.2 Interactional patterns 6.2.3 Turn-taking behaviour 6.3 Summary7 Comparison of the Pair Talk by the Chinese and Australian Dyads 7.1 Introduction 7.2 Comparison of the pair talk 7.2.1 Generic structure 7.2.2 Interactional patterns 7.2.3 Turn-taking behaviour 7.3 Differences and contributing factors 7.3.1 Rhetorical style 7.3.2 Interactional patterns 7.3.3 Turn-taking behaviour 7.3.4 Conversational devices 7.3.5 Listener responses 7.4 Summary8 Conclusion 8.1 Introduction 8.2 Summary of main findings 8.2.1 Characteristics of the pair talk of Chinese EFL learners 8.2.2 Characteristics of the pair talk of Australian students 8.2.3 Similarities and differences of the pair talk between the Chinese EFL learners and Australian students 8.3 Evaluation of the study 8.3.1 Contributions 8.3.2 Limitations 8.4 Implications of the research 8.4.1 Theory 8.4.2 L2 teaching practice 8.4.3 L2 testing practice 8.5 Recommendations for future research 8.6 Summary 8.7 ConclusionReferences
