Interpreting StudentStudent Interaction a Systemic Approach.docx
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Interpreting StudentStudent Interaction a Systemic Approach.docx
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InterpretingStudentStudentInteractionaSystemicApproach
InterpretingStudent-StudentInteraction:
aSystemicApproach
LiaoHaiqing
Abstract:
Thepresentresearchemploysdiscourseanalysisasaninstrumenttoinvestigatetheinteractionpatternsofstudentsintheclassroomandseewhethertheyareeffectivecommunicatorsornot.Theresearchfollowsathree-partprocess:
Record-Transcribe-Analyze.Afour-minutetopic-baseddyadconversationbytwoEnglishmajorswasrecordedandtranscribed.Inthefinalstagethesystemicapproachisappliedtoanalyzetherecordeddata.
Keywords:
student-studentinteraction,systemicapproach,moodchoices
1.Introduction
Theaimofforeignlanguageteachingistodeveloplearners’communicativeabilityinaforeignlanguageaseffectivelyaspossible.Toachievethisaim,teachersconductdifferenttypesofcommunicativeactivitiesintheclassroom.Butduetothelimitedteachinghoursandalargeclasssize,teachersfindithardtomonitorthestudents’oraloutput.Maybeattheendoftheacademictermtheygivestudentsanoraltestandmarkthembyascore.Orstudentscantakethenationallevelspokentests(TEM4orCET4andCET6)andthenreceivecertificateswhichclassifythembyfourlevelsoforalEnglishperformanceamongwhichthreearepassinggrades:
Pass,Good,ExceptionalwhilethelastisFail.However,asEFLteachers,weknowthescorewegivetothestudentonlygivesaverygeneralorsuperficialpictureofthestudent’scommunicativecompetence.Ifwewanttogainamorecomprehensiveunderstandingofstudents’communicativeability,weneedtodomorethanjustmanageatest.Analternativewayistoemploydiscourseanalysisasaninstrumenttoinvestigatetheinteractionpatternsofstudentsintheclassroomandseewhethertheyareeffectivecommunicatorsornot.UntilrecentlynotmuchresearchhasbeendoneinthisareaintheChineseEFLcontext.Tofillthisgapthepresentpaperaimstoanalyzeclassroomstudent-studentinteractiondiscourse.Althoughthetaskistime-consuming,theanalysiswillshedlightonstudents’orallanguageproduction.Theresearchfollowsathree-partprocess:
Record-Transcribe-Analyze.Afour-minutetopic-baseddyadconversationbytwoEnglishmajorswasrecordedandtranscribed.Inthefinalstagethesystemicapproachisappliedtoanalyzetherecordeddata.
2.TheSystemicApproachtoConversation
Systemicfunctionallinguistics,developedbyHalliday,sees‘languageassocialsemiotic’(1978/2001:
1).Toapplythisapproachtodiscourseanalysis,wewillbeableto1)describeandquantifyconversationalpatternsatdifferentlevelsandindifferentdegreesofdetail;and2)seehowlinguisticpatternsenactandconstructsocialidentityandinterpersonalrelations.(Eggins&Slade1997:
47)
Thesystemicapproachviewslanguageasaresourceformakingthreelayersofmeaningsimultaneously:
ideational(meaningsabouttheworld);interpersonal(meaningsaboutrolesandrelationship)andtextual(meaningsaboutthemessage)(seeHalliday1994/2000).Asourresearchinterestisintheeffectivenessoftheparticipantsintheinteraction,wewilllimitourfocustotheinterpersonalmeanings,i.e.tolookatwhattypesofrolerelationsareestablishedamongparticipantsthroughdyadconversation.Interpersonalmeaningsalsoinvolvelookingatwhatattitudesinteractantsexpresstoandabouteachother,howtheynegotiatetotaketurns,etc.,butthiswoulddemandresearchindependentofthepresentone.
Tounderstandhowinterpersonalmeaningsarerealizedbygrammaticalpatterns,weneedtostudywhattypesofclausestructuresinteractantschooseandhowtheseclausestructuresaredisplayedwithineachspeaker’sturn.
AccordingtoEgginsandSlade(1997:
74),attheclauselevelthemajorpatternsthatdeterminerolesandrolerelationsarethoseofmood,withtheassociatedsubsystemsofpolarityandmodality.Moodreferstoclausepatternssuchasinterrogative,imperativeanddeclarative.Thesepatternsarecloselyrelatedtocertain‘negotiable’elementsofclausestructure.Polarityisconcernedwiththepositiveornegativeaspectsoftheclause,whilemodalityreferstotherangeofoptionsforinteractantstotemperorqualifytheirutterances.
3.1AnalyzingonaCodingSheet
ThetranscriptoftherecordingandtranscriptionkeycanbefoundinAppendixIandAppendixIIrespectively.AcodingsheetfollowingEgginsandSlade(1997:
108)isusedtorecordthemainfeaturesofeachclause.Therecordeditemsinclude:
●theturnnumberandspeaker
●clausenumber,with*indicatingincompleteclauses
●thedistinctionbetweenindependentanddependentclauseswith#markingdependentclauses
●theSubjectoftheclause(inparenthesesifelliptical)
●clausemood:
declarative,interrogative,imperative,minor;ellipticalorfull;plus(ifelliptical),thenumberof
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