本文是一篇语言学论文，本研究是在大学英语课堂上进行的。本研究旨在探讨将CA概念作为大学英语课堂培训内容的可行性和有效性，以提高学习者的IC水平。研究发现，CA概念是可以训练的。主要研究结果如下：第一，CA概念培训对学生的参与水平有影响。具体而言，实验组在平均转弯长度上存在显著差异。与对照组相比，实验组短反应标记和邻接对的平均转动长度显著增加。然而，评估的平均转弯长度没有显著差异。这是因为中国学生缺乏丰富的语言输入，从而缺乏多样的语言输出。
1 Introduction
1.1 Research Background
With a great deal of interaction studies, researchers at home and abroad maintain that group interaction in second language or foreign language classroom is of help for learners’ target language proficiency (Xu & Kou[1]). Interactional competence (henceforth IC) represents a crucial target that measures learners’ target language proficiency. Kasper[2] indicates that conversational analysis (henceforth CA), a method studying second language acquisition (henceforth SLA), is one of several perspectives taking L2 learning as a social practice. She asserts that CA can be applied to the field of SLA. The theoretical definition of IC made by Kasper[2] is referred in this study. Based on CA research, she modifies the definition of IC with reference to studies of He & Young[3] and Young & Miller[4]. IC is related to participants’ ability: to comprehend and produce social actions in their sequential contexts; to take turns at talk in an organized fashion; to format actions and turns, and construct epistemic and affective stance[5], by taking advantage of different types of semiotic resources (linguistic, nonverbal, nonvocal), including register-specific resources; to repair problems in the process of speaking, hearing, and understanding; to co-construct social and discursive identities through sequence organization, actions-in-interaction and semiotic resources[6][7]; to recognize and produce boundaries between activities, including transitions from states of contact to the absence of contact[8][9].
CA originates from sociology in the 1960s and it can be widely applied to the branch of linguistics——SLA and language teaching [2] [10] [11] [12] [13] [14]. CA stresses that “oral practices” in our daily life can be explained and constructed by virtue of authentic and natural conversations[15]. Culture mediates oral practices and people come together to create and recreate their daily social lives in interaction. In addition, on basis of CA methodology, “culture” and “non-nativeness” are embodied in the details of interactional conversation among participants. Its framework provides a solid foundation for exploring interaction[10]. Hence, a great many of scholars employ CA to explore IC in the classroom. Different perspectives are used to measure the results of second language acquisition[16][17][18] [19]. At present, studies with regards to IC at home mainly relate to L2 pragmatic competence (Li, 2019[20]), IC as well as CA[21][22], and speaking test[23][24]. Additionally, Zheng & Mao[25] have done a comparative study of argumentative words used by Chinese and English college students. Yang & Dong[22] have made a literature review for using CA as a method of SLA. More details are as follows:
1.2 Research Purpose and Significance
This study aims to examine the effectiveness of three CA concepts training on
