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A Pragmalinguistic Investigation into Polar Interrogative-Response Sequences in MEXT Approved English Textbooks
http://hdl.handle.net/10458/6493
http://hdl.handle.net/10458/6493b3d7dac0-b7bd-4965-9878-525db21a7c22
| 名前 / ファイル | ライセンス | アクション |
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本文 (1.5 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
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| 公開日 | 2020-06-21 | |||||||
| タイトル | ||||||||
| タイトル | A Pragmalinguistic Investigation into Polar Interrogative-Response Sequences in MEXT Approved English Textbooks | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
Takahashi, Tomoe
× Takahashi, Tomoe
× 村端, 五郎 |
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| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | This study investigates how polar interrogative (PI)-response sequences are realized in English textbooks in comparison with those in discourse by native speakers. Very few studies have examined formal and functional features of PIs in relation to their responses in English textbooks. In this study 412 PI-response sequences are extracted from all of the six MEXT approved English textbooks for junior high school students published in 2016. PIs are analyzed in terms of their forms and functions, the intersection of their forms/functions and the turns in response to them. The results show that PI-response sequences in the textbooks have several divergent characteristics from native speaker discourse in their forms and functions. In particular, the rate of statement-form PIs, which are often observed at the beginning stage of first or second language acquisition, is much lower than that in native speaker discourse. Furthermore, PIs are largely used for the function of information request in the textbooks while PIs for repair or confirmation function are much more common in native speaker discourse. This study concludes with a suggestion that the teacher's ingenuity should be required to fill up disparities between turn-takings in the textbooks and those in native speaker discourse in order to provide second language users of English with more authentic input in a social context of situation. | |||||||
| 言語 | en | |||||||
| bibliographic_information |
ja : 宮崎大学教育学部紀要 en : Memoirs of the Faculty of Education, Miyazaki University. 巻 91, p. 64-87, 発行日 2018-08-31 |
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| 出版者 | ||||||||
| 出版者 | 宮崎大学教育学部 | |||||||
| 言語 | ja | |||||||
| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 24339709 | |||||||
| item_10002_source_id_11 | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AA12833982 | |||||||
| 出版タイプ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
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Cite as
Takahashi, Tomoe, 村端, 五郎, 2018, A Pragmalinguistic Investigation into Polar Interrogative-Response Sequences in MEXT Approved English Textbooks: 宮崎大学教育学部, 64–87 p.
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