以線上實習教師及商務華文學生互動影音資料庫為本之語對分析與溝通障礙研究

This study mainly applies the method of conversational analysis to the study of communication barriers in Chinese online interaction, The basic unit of analysis is the adjacency pair. The analysis includes the internal analysis of classification of each adjacency pair, according to its pragmatic function. The frequency of each type of adjacency pairs will be calculated. The qualitative analysis includes judgment tests of communication barriers, and its correlation to language proficiency, conversational maxims, speech repair, etc. External analysis of adjacency pairs includes discourse markers and their frequency of occurrence. The qualitative analysis of the function of these discourse markers, and the correlation between the use/nonuse discourse markers and communication barriers. The frequencies, central tendencies, and variables, such as personal background information, self-identity, interactive topics, teacher training/Chinese language proficiency will be considered for correlation studies. We will explore what factors may affect the internal analysis of adjacency pairs, which factors affect the external analysis of adjacency pairs. 20 recorded online interaction videos will be analyzed. Each video is about 1 hour in length. The participants include 20 preservice teachers and 20 Chinese as a second language learner from the business Chinese class. The interaction topics include: job posting, credit card application, economic growth, blue chip companies, bank loans, Singapore Monetary Authority, international oil prices, and Total Factor Productivity. Since the adjacency pair is the basic unit of interpersonal interaction, the results of our study will not reflect the universal properties of the organization of adjacency pairs, but also the language and culture particular influence. There are Chinese native speakers and non-native speakers among the preservice teachers, and the students are also multinationals. We start out with examining their adjacency pairs in the interaction to find out their communication mismatch and the possible cause. ‧ 1). The interlanguage data were collected in a meaningful interactional setting, which adds discourse context to the interlanguage data. ‧ 2). It is in the video format, so we can use visual cues to assist clarifying what the learner is trying to express. ‧ 3). Communication mismatch between tutors and L2 learners’ interaction is analyzed, discourse markers are also tagged for further studies.