Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part I The Rationale for Task-Based Language Teaching
- Part II Tasks and Needs Analysis
- 3 Why Task? Task as a Unit of Analysis for Language Education
- 4 Adapting and Advancing Task-Based Needs Analysis Methodology across Diverse Language Learning Contexts
- 4A Developing a Task-Based Approach
- 4B A Task-Based Language Needs Analysis of Syrian Refugee Parents in Turkey
- 4C Task-Based Language Teaching in a Japanese University
- 4D The Implementation of a Task-Based Spanish-Language Program in Qingdao, China
- 5 The L in TBLT
- 5A Blustery with an Occasional Downpour
- 5B “I Have a Question”
- Part III The Task Syllabus and Materials
- Part IV Methodology and Pedagogy
- Part V Task-Based Language Teaching with School-Age Children
- Part VI The Teacher in Task-Based Language Teaching
- Part VII Task-Based Assessment and Program Evaluation
- Part VIII Research Needs and Future Prospects
- Index
- References
5B - “I Have a Question”
A Corpus-Based Analysis of Target Discourse in Office-Hour Interactions
from Part II - Tasks and Needs Analysis
Published online by Cambridge University Press: 19 November 2021
Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part I The Rationale for Task-Based Language Teaching
- Part II Tasks and Needs Analysis
- 3 Why Task? Task as a Unit of Analysis for Language Education
- 4 Adapting and Advancing Task-Based Needs Analysis Methodology across Diverse Language Learning Contexts
- 4A Developing a Task-Based Approach
- 4B A Task-Based Language Needs Analysis of Syrian Refugee Parents in Turkey
- 4C Task-Based Language Teaching in a Japanese University
- 4D The Implementation of a Task-Based Spanish-Language Program in Qingdao, China
- 5 The L in TBLT
- 5A Blustery with an Occasional Downpour
- 5B “I Have a Question”
- Part III The Task Syllabus and Materials
- Part IV Methodology and Pedagogy
- Part V Task-Based Language Teaching with School-Age Children
- Part VI The Teacher in Task-Based Language Teaching
- Part VII Task-Based Assessment and Program Evaluation
- Part VIII Research Needs and Future Prospects
- Index
- References
Summary
This study reports on a task-based analysis of target discourse by examining a corpus of naturally occurring face-to-face office-hour interactions between English-speaking students and instructors at a US university. Fourteen office hours involving 106 interactants were extracted from the Michigan Corpus of Academic Spoken English and coded for types of office hours, sub-tasks, and pragmatic and interactional features. Based on the findings, a prototypical model of an office-hour interaction was produced, which can serve as a sound basis for developing genuine pedagogic tasks for teaching EAP students the necessary second language pragmatics to navigate office-hours.
Keywords
- Type
- Chapter
- Information
- The Cambridge Handbook of Task-Based Language Teaching , pp. 188 - 202Publisher: Cambridge University PressPrint publication year: 2021
References
Further Reading
Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Gonzalez-Lloret, M. (2019). TBLT and L2 pragmatics. In Taguchi, N., ed. The Routledge handbook of SLA and pragmatics. New York: Routledge.Google Scholar
Long, M. H., ed. (2005). Second language needs analysis. Cambridge: Cambridge University Press.Google Scholar
Simpson-Vlach, R. C. and Leicher, S. (2006). The MICASE handbook: A resource for users of the Michigan corpus of academic spoken English. Ann Arbor: The Regents of the University of Michigan.Google Scholar
Taguchi, N. and Kim, Y. (2018), eds. Task-based approaches to teaching and assessing pragmatics. Amsterdam: John Benjamins.Google Scholar
Youn, S. J. (2018). Task-based needs analysis of L2 pragmatics in an EAP context. Journal of English for Academic Purposes, 36, 86–98.Google Scholar
References
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