Using conversation analysis (CA) as a pedagogical tool to enhance learners’ intercultural pragmatic abilities
Dervin and Liddicoat (2013) have called for a more learner-centred, non-essentialist and linguistic approach towards intercultural interaction learning. In response to this call, CA, even though more well-known as a discourse analytical tool, was selected as a pedagogical tool to enhance learners’ intercultural pragmatic abilities in a virtual exchange project. This is not only because of CA’s focuses on discourse and language patterns, but also its potential for second language and intercultural learning (Barraja-Rohan, 1997; Borghetti et al., 2015). Therefore, the current study reports on 1) how CA is being used for teaching intercultural pragmatics in a virtual exchange environment; and 2) the effects of CA on learner’s intercultural pragmatic abilities.
To answer the first research question, the process of the researcher/teacher employing CA into materials selection and activities design were documented. The design principles generated after using CA were then juxtaposed with examples of teaching materials and activities designed to show how CA can be used for intercultural pragmatic learning.
For the second research question, written reflections and in-class activities recordings were collected from learners participated in a virtual exchange program with a course focusing on intercultural communication skills. Learners were from universities in Hong Kong and the UK. The data gathered was first transcribed and then analysed using a thematic approach via NVivo to understand the impact of CA on learner’s intercultural pragmatic abilities.
The results of the analysis 1) demonstrate the potential of CA as a pedagogical tool for the teaching of intercultural pragmatics, and 2) provide insights into the challenges and positive impacts of CA on learner’s intercultural pragmatic learning.
References
Barraja-Rohan, A.-M. (1997). Teaching conversation and sociocultural norms with Conversation Analysis. Australian Review of Applied Linguistics, Series S, 71-88.
Borghetti, C., Beaven, A., & Puglises, R. (2015). Interactions among future study aboard students: Exploring potential intercultural learning sequences. Intercultural Education, 26(1), 31–48.
Dervin, F., & Liddicoat, A. J. (2013). Linguistics for intercultural education. John Benjamins.