在ELF学术讨论任务中的口头和非口头分歧
Chen Liu1, Kim McDonough1, Pavel Trofimovich1
1Department of Education, Concordia University, Montréal, Quebec, Canada.
概括
英语作为法语 (ELF) 学生使用缓和的语言和非语言线索,如眼神厌恶和在不同意时微笑. 他们将分歧视为学习和分享不同观点的机会.
科学领域:
- 语言学的语言学.
- 社会语言学 社会语言学
- 获得第二语言的学习.
背景情况:
- 有限的研究存在于英语作为法语 (ELF) 的非语言线索上的分歧.
- 了解对话者如何看待分歧对于有效的学术沟通至关重要.
研究的目的:
- 调查ELF大学生在学术任务中存在的分歧的口头和视觉特征.
- 探索ELF学生对不同意见事件的看法.
主要方法:
- 分析ELF相互作用的集体,包括刺激回忆协议.
- 对成绩单的内容分析,以分类口头策略 (缓解与无缓解).
- 检查视频录制的非语言线索 (面部表情,身体运动,手势).
主要成果:
- 在不同意见时,ELF学生主要使用了缓解的语言策略 (例如,对冲).
- 频繁的非语言线索包括眼神厌恶,微笑和点头.
- 刺激回忆数据表明,分歧被视为倾听,思考和分享意见的机会.
结论:
- ELF学生使用缓解口头策略和特定的非语言线索的组合来处理分歧.
- 认为分歧是一种学习机会,表明在学术环境中对冲突有积极的态度.
- 研究结果为在语言课堂和跨文化交流中解释不同意见特征提供了洞察力.
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