In this study, we look at evaluation as an activity carried out jointly by participants in interaction. The perspective we take is that of conversation analysis, that is to say we analyse the recurrent and systematic features of sequences of talk in which evaluation is negotiated and produced by participants. The method we use is data-based in that we analyse audio and video recordings of naturally occurring talk with the help of detailed transcriptions, but not corpus-based in that we do not use concordancing tools. The study provides an initial characterization of two types of evaluative conversational sequence and offers the possibility of an improved understanding of evaluative expressions and lexical items. In this sense we suggest that the type of analysis we present here may possibly be seen as complementary to the more established corpus-based approach to the analysis of lexical or phraseological items.A further point of interest in this paper is that the data analysed are conversations in which Italian students of English work through a learning task assigned to them in class. So the language we look at is not native English but learner English spoken by Italian university students. Hyland (2002b) claims that evaluation is a feature of academic discourse that may affect students’ comprehension and that EFL teaching may underestimate its importance. By looking at how Italian EFL students produce evaluation in spoken interaction in English it may be possible, therefore, both to test this claim and to suggest ways for developing learning activities to improve student's awareness of the function and meaning of evaluation in discourse.
|Data di pubblicazione:||2004|
|Titolo:||Evaluating Task Assignment Contributions: A Description of Participant Practices|
|Autori:||L. GAVIOLI; MAXWELL N.J.|
|Titolo del libro:||Evaluation in oral and written academic discourse|
|Appare nelle tipologie:||Capitolo/Saggio|
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