Disagreement Sequences in Middle School English Textbook Dialogues: A CA-informed Analysis
- 주제(키워드) Disagreement , Preference organization , Dispreferred action , Textbook analysis , Conversation analysis
- 주제(기타) 영어교육학
- 설명문(URI) https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?sereArticleSearchBean.artiId=ART002721299
- 등재 KCI등재
- 발행기관 한국중등영어교육학회
- 발행년도 2021
- URI http://www.dcollection.net/handler/ewha/000000182590
- 본문언어 영어
초록/요약
This study draws on findings in conversation analytic (CA) research to evaluate middle school English textbook dialogues and make recommendations for improvement. This study examined thirteen second grade middle school English textbooks of the revised 2015 national curriculum and compiled a collection of 19 disagreement sequences present in six of those textbooks. The final collection was analyzed by making comparisons to CA insights on disagreement and found that many of the textbook dialogues were interactionally inadequate. The majority of the scripted conversations lacked dispreferred components and consisted of bald, literal formulations of a disagreeing stance. A few others included delaying devices and turn prefaces that showed awareness of preference organization, yet some of their features were divergent from CA descriptions of doing disagreement. Only one dialogue appeared to closely resemble natural interaction by including prefatory talk with agreement. The analytic findings thereby illuminates the need for incorporating knowledge about the actual workings of spoken interaction into scripting textbook dialogues and ends with implications for language materials design.
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