ICMI recebe professora da Universidade de Potsdam para conferência, 02/12

Sobre a conferência

Conversation analytical research has made significant contributions to uncovering the methods used by speakers ('members') in a number of settings. However, how individuals come to be recognized as competent members is still an under-studied area. In this talk, I will present preliminary observations from an ongoing project (Nguyen and Malabarba, in preparation) addressing the development of interactional competence by two guest-relations officers speaking English as a second language at a hotel in Vietnam. Using longitudinal conversation analysis (Deppermann and Pekarek Doehler, 2021; Wagner et al., 2018), I will explore changes over time in turn design (Drew, 2013) in informing sequences. The data comprise 226 conversations in which the guest-relations officers walk guests to their rooms. The conversations were audio-recorded every month for 10 months for one hotel staff member and 11 months for the other. Previous research showed that learners may modify their turn design over time due to past interactional troubles (Nguyen, 2012, 2018; Markee, 2000). This paper focuses on cases in which changes in turn design were made despite the absence of past interactional troubles. I wil argue and empirically show that some of the changes observed (e.g., a shift in the syntactic format of informing turns) in both staff members' interactional conduct over time is result of emergent affordances available in interaction. These findings support recent usage-based and conversation analytic claims that second language acquisition is fundamentally rooted in learners/speakers' situated language use in social interaction. I will conclude with some reflections on the methodological challenges and implications of analyzing interactional change over time.

Sobre a convidada

Taiane Malabarba é professora e pesquisadora na Univesidade de Potsdam, na Alemanha. Tem experiência no campo da Lingüística Aplicada, do Ensino/Aprendizagem de Línguas Adicionais e da Análise da fala-em-interação, atuando principalmente nos seguintes temas: ensino como trabalho, prescrições institucionais, desenvolvimento de sequências didáticas para ensino de gêneros textuais, interação em sala de aula de língua inglesa, políticas de uso da língua materna em sala de aula de língua inglesa, relevância do ensino de língua inglesa, formação docente, metodologia de geração e análise de dados de interação de sala de aula, práticas de socialização em língua materna. É autora (com Hanh Nguyen) de Conversation Analytic Perspectives on English Language Learning and Teaching in Global Contexts Constraints and Possibilities (Multilingual Matters, 2019), tendo publicado em periódicos nacionais e internacionais . Atua como revisora de periódicos, parecerista de propostas de pesquisa para o Instituto Federal do Rio Grande do Sul e integra o conselho editorial do TESOL Journal.