Teaching Gambits
The Effect of Instruction and Task Variation on the Use of Conversation Strategies by Intermediate Spanish Students
Datos Bibliográficos
| ID | 8936724 |
|---|---|
| Autores | Gregory Taylor (0000-0002-1375-5053), Gregory G Taylor (0000-0003-1225-801X, Southern Illinois University Carbondale, autor de correspondencia) |
| Año | 2002 |
| Volumen | 35 |
| Número | 2 |
| Páginas | 171-189 |
| Fecha de publicación | 2002-03-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Foreign Language Annals (JOURNAL) |
| Identificadores de la revista | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2002.tb03153.x |
| OpenAlex | W2008749863 |
| Idioma | EN |
| Citas recibidas | 6 |
| Referencias citadas | 25 |
Gambits are words or phrases that facilitate the flow of conversation by giving the speaker time to organize his or her thoughts, maintain or relinquish the floor, expound on an argument, or specify the function of a particular utterance. This study, based in part on previous research by Wildner‐Bassett (1984), examined (1) whether gambit use in Spanish can be taught effectively in the classroom, allowing the student to use gambits appropriately in unplanned speech; (2) how the type of interactional situation (a friendly discussion versus a complaint) affects the production of gambits; and (3) what types of gambits show the greastest increases in use for each interactional situation. Participants were intermediate students. A repeated‐measures design was used. Results suggest that students can be taught to use gambits effectively and appropriately in the classroom. In addition, the nature of the interactional situation seemed to make a difference in the ability of the students to produce gambits in spontaneous interaction and in the types of gambits they produced
Argument (complex analysis · Cognitive psychology · Conversation · Function (biology · Linguistics · Utterance · Variation (astronomy · Communication · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology
Operationalizing conversation in studies of instructional effect in L2 pragmatics
Instructed pragmatics at a glance
The Interactive Effects of Pragmatic‐Eliciting Tasks and Pragmatic Instruction
The Integrated Performance Assessment (IPA)
Female, Nonnative Perspectives on Second Language Conversation
Immersion Study Abroad in Mexico
Interlanguage Pragmatics
Developing Pragmatic Fluency in English as a Foreign Language
From Language Proficiency to Interactional Competence
Linguistic and Conversational Adjustments to Non-Native Speakers
Input, Interaction, and Second‐language Acquisition
Language transfer in language learning
Cross-Cultural Pragmatics
Relative Knowledge of Content Domain
Wrestling with 'Context' in Interlanguage Theory
Tradition and transition in English language teaching methodology
On the Teachability of Communication Strategies
Conventionalized Language Forms and the Development of Communicative Competence
The Impact of Interaction on Comprehension
"Information Gap" Tasks
Teaching Discussion Skills
Reflections on Quantification in the Study of Conversation
Cross-Cultural Pragmatic Failure
The Language Learning Distingushed Scholar-in-Residence Program
Interlanguage Adjustments as an Outcome of NS-NNS Negotiated Interaction
Research on Negotiation
Gambits
| Obras citantes distintas | 6 |
|---|---|
| Citas por año | 0,27 |
| Intervalo de citas | 2004 - 2015 (12) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 6 |