| dc.creator |
HANAN WAER |
|
| dc.date |
2009-10-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:28:40Z |
|
| dc.date.available |
2015-07-20T22:28:40Z |
|
| dc.identifier |
1743-159X |
|
| dc.identifier |
https://doaj.org/article/af9f4c54322545fab0fdbe0580aa5641 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/22022 |
|
| dc.description |
In recent years, there has been an increasing interest in task-based learning. Authenticity has been characterized as a main aspect in defining a task (Long 1985; Skehan 1996; Ellis 2003). However, far too little attention has been paid to investigating authenticity in task-based interaction (TBI). To the best knowledge of the researcher, no research has been done using conversation analysis (CA) to investigate authenticity in TBI. Therefore, the present paper focuses on the issue of authenticity in task-based interaction and specifically how far doctor/patient role-play tasks attain „interactional authenticity‟ and reveal „situational authenticity‟ (Ellis 2003, p. 6). The results of this paper show how CA can inform language teaching and learning through revealing interactional features for achieving authentic role-play tasks. It also provides some implications for designing role-play tasks. |
|
| dc.language |
English |
|
| dc.publisher |
Newcastle University |
|
| dc.relation |
http://research.ncl.ac.uk/ARECLS/vol6_documents/waer_vol6.pdf |
|
| dc.relation |
https://doaj.org/toc/1743-159X |
|
| dc.source |
Annual Review of Education, Communication and Language Sciences, Vol 6, Pp 103-121 (2009) |
|
| dc.subject |
Task-Based Interaction |
|
| dc.subject |
interactional authenticity |
|
| dc.subject |
situational authenticity |
|
| dc.subject |
doctor/patient role-play |
|
| dc.subject |
CA |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
AUTHENTICITY IN TASK-BASED INTERACTION: A CONVERSATION ANALYSIS PERSPECTIVE |
|
| dc.type |
article |
|