Bridging Research and Practice
Professional Development Resources for L2 Teaching and Learning
Students develop the awareness of an interaction as a co-constructed process between the speaker and the listener, and they gain the ability to take on the role of active listener by practicing the use of topic expansions in a conversation.
Students are guided to analyze how listeners show affiliation and formulate assessments as they respond to prior turns in ordinary conversation.
Students are guided to analyze the discourse functions of three expressions of agreement – 好(hǎo) , 好的(hǎo de), 好啊(hǎo a) which are used frequently in natural conversation. Then, students write short skits using these features.
In this lesson, students are guided to analyze the basic structure of a narrative, noticing the beginning, middle and ending and conjunctions/time phrases used to connect sentences. Then, students in pair construct a narrative based on what they have learned.
Students are guided to identify the presence of discourse fillers in a natural conversation, to develop awareness about the collaborative nature of spoken interactions, and to develop the ability to apply features of collaborative discourse to any conversational setting.
Students are guided to examine and analyze how language is used in request sequences in ordinary conversation. This analysis leads students to discover sentence patterns and word choices that can be used to mitigate requests.
This sample lesson plan provides practical ideas for teaching responsive turns in Korean as a second language using authentic language data to enhance students’ recognition and production of responsive turns and their various functions.
Students are guided to analyze and practice: a) how to extend an invitation; b) how to accept an invitation; and c) how to politely refuse an invitation.
Students learn about ways to expand a conversation by asking follow-up questions, making additional comments, and stating opinions. Additionally, they are guided to notice features such as overlaps and interruptions and how they occur in spontaneous (unplanned) conversations.
Students compare an authentic consultation at the doctor’s office with a similar recording from a Spanish textbook. They are guided to notice and reflect on the features of a spontaneous doctor-patient interaction in order to develop conversational skills that are