Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Arts and Social Sciences
      • Arts and Social Sciences Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Arts and Social Sciences
      • Arts and Social Sciences Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      “Who do you mean?” Investigating miscommunication in paired interactions

      Ryan, Jonathon; Barnard, Roger
      Thumbnail
      Files
      ryan-barnard 09 tesolanz.pdf
      637.2Kb
      Link
       www.tesolanz.org.nz
      Citation
      Export citation
      Barnard, R. & Ryan, J. (2009). “Who do you mean?” Investigating miscommunication in paired interactions. The TESOLANZ Journal, 17, 44-62.
      Permanent Research Commons link: https://hdl.handle.net/10289/3732
      Abstract
      Professional experience, as well as a great deal of published research (e.g. Gass & Varonis, 1991; Varonis & Gass, 1985a), suggests that even successful users of English as a second language unwittingly give rise to communication problems when encoding and decoding certain features of language, both linguistic and pragmatic. Among the latter is the issue of referring (for example, by pronouns or lexical substitution) to people, places and objects not in the immediate context. This paper, based on a wider study, outlines a procedure in which teachers were asked, via stimulated recall sessions, to reflect on previously-recorded pair work interactions and to discuss occasions where problematic communication occurred, or did not occur. Close analysis of transcript data reveals that potentially significant misleading stimuli may not eventuate in any failure of communication, while apparently trivial slips could cause considerable misunderstanding. It is suggested that teacher-researchers might usefully adapt a procedure such as that used in the study jar their own professional development, for use in class, and as the basis jar action research projects.
      Date
      2009
      Type
      Journal Article
      Publisher
      TESOLANZ
      Rights
      This article has been published in the journal: the TESOLANZ Journal. Used with permission. Copyright 2009 The Authors.
      Collections
      • Arts and Social Sciences Papers [1403]
      Show full item record  

      Usage

      Downloads, last 12 months
      31
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement