Conversational Patterns of Homestay Hosts and Study Abroad Students
Bibliographic Data
| ID | 8939359 |
|---|---|
| Authors | Michael Pryde (Ritsumeikan Uji Junior and Senior High School, corresponding author) |
| Year | 2014 |
| Volume | 47 |
| Issue | 3 |
| Pages | 487-506 |
| Publication date | 2014-08-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12100 |
| OpenAlex | W1497157135 |
| Language | EN |
| Citations received | 8 |
| References cited | 55 |
Although the initiation, response, and follow‐up (IRF) conversational structure and the initiation, response, evaluation (IRE) structure, commonly termed “triadic dialogue,” (Lemke, 1990) have been extensively documented in relation to classroom conversational style, there is little research on their distribution during, and impact on, learner speech outside the classroom. Data from 37 conversations, collected over a one‐year study abroad homestay program, were categorized to determine how the conversations functioned as well as to reveal general patterns of language use. Triadic dialogue was discovered to be a common conversational style used between New Zealand homestay parents and their 17‐ and 18‐year‐old Japanese study abroad students. More specifically, the evaluative move was isolated and found to occur often with display questions made by the host, which also functioned to restrict conversation. Hosts initiated 83 times from approximately five hours of recorded conversations: 28 of these initiations were display questions, and 33 were referential questions. Students did not initiate any display questions and initiated 12 referential questions. Both the hosts' conversational dominance and the asymmetrical relationship perpetuated particular conversational patterns commonly framed within the triadic structure (Sinclair & Coulthard, 1975), which data suggested were difficult to break during the study abroad period
Conversation · Conversation analysis · Dominance (genetics · Linguistics · Pedagogy · Study abroad · Style (visual arts · Communication · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · History · Language, Discourse, Communication Strategies · Psychology
Study abroad experiences in homestay
Developing awareness and use of compliments in the Chinese homestay
Traveling To learn English or another language? Language tourists in profile
Dining on language and culture
Documenting L2 input and interaction during study abroad
Teaching Language Learners to Elaborate on Their Responses
Language learning at the dinner table
Learning to Eat Politely at the Chinese Homestay Dinner Table
The Study of Second Language Acquisition
Language Learners in Study Abroad Contexts
The Ethnography of Communication
Literacy in the New Media Age
Prescribing under Pressure
Using Explicit Positive Assessment in the Language Classroom
Study Abroad Levels
Context, Contact, and Cognition in Oral Fluency Acquisition
Dialogic teaching in the primary science classroom
Willingness to Communicate in a Second Language
Exploring the Impact of Study Abroad on Students’ Intercultural Communication Skills
Logic and Conversation
Style Shifts among Japanese Learners before and after Study Abroad in Japan
Native speaker/non-native speaker conversation and the negotiation of comprehensible input1
What's the use of 'triadic dialogue'?
Learning Foreign and Second Languages
Classroom Discourse in Foreign Language Classrooms
Classroom discourse. The language of teaching and learning
Pre-service ESL teachers' beliefs about second language learning
Residence abroad within language study
Yes–No Questions in the Third-Turn Position
Globalization, internationalization, and short-term stays abroad
Short-term study abroad and intercultural sensitivity
Initiation/Response/Follow‐Up, and Response to Intervention
Students' Immersion Experiences in Study Abroad
Is Being There Enough? The Effects of Homestay Placements on Language Gain During Study Abroad
Learning the Rules
Encouraging Students to Engage With Native Speakers During Study Abroad
Study Abroad from the Participants' Perspective
Engaging Study Abroad Students in Intercultural Learning Through Blogging and Ethnographic Interviews
Moving out of IRF (Initiation‐Response‐Feedback)
Telling about problems and giving advice in an Internet discussion forum
Some signals and rules for taking speaking turns in conversations
A Psychology of Immigration
Just tell us what to do
The discourse of advice giving in English
Describing conversational dominance
How English-learners joke with native speakers
Third turn position in teacher talk
Rapport building in student group work
Strategies in the discourse of advice
A Simplest Systematics for the Organization of Turn-Taking for Conversation
The interactive work of prosody in the IRF exchange
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,73 |
| Citation span | 2015 - 2025 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |