| 中文摘要 |
Managing topic development is an important interactional skill in conversation, but is rarely taught or practiced in a L2 classroom. The goal of this paper is to describe a pedagogical approach that uses naturally occurring conversations to guide beginning Chinese learners to notice and use the systematic methods of topic development. The pedagogical approach is based on the research findings from Conversation Analysis (CA) in English and Chinese. The CA informed pedagogy demonstrates the instructional procedures that lead students to analyze the co-constructed sequential organization of topic initiation, expansion, and shift. The design of practices and final production provide students the opportunities of social interactions, requiring students to engage in open-ended conversations with peers and L1 speakers. Through these interactions, students can display the newly acquired skills in using various methods to manage topic development.
（本文於2020.03重新修訂） |
| 英文摘要 |
Managing topic development is an important interactional skill in conversation, but is rarely taught or practiced in a L2 classroom. The goal of this paper is to describe a pedagogical approach that uses naturally occurring conversations to guide beginning Chinese learners to notice and use the systematic methods of topic development. The pedagogical approach is based on the research findings from Conversation Analysis (CA) in English and Chinese. The CA informed pedagogy demonstrates the instructional procedures that lead students to analyze the co-constructed sequential organization of topic initiation, expansion, and shift. The design of practices and final production provide students the opportunities of social interactions, requiring students to engage in open-ended conversations with peers and L1 speakers. Through these interactions, students can display the newly acquired skills in using various methods to manage topic development.
（本文於2020.03重新修訂） |
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