Chapter 13
Compensatory discourse strategies in the bilingual university
classroom
Contrastive Discourse Analysis operates in a
boundary area where linguistics and psychology overlap. Systematic
analysis of classroom and academic discourse can enhance approaches
to public discourse, including those dealing with the communicative
content rather than the form of texts. Such is the context of the
bilingual discourse in the university classroom. This study takes a
sequenced and multi-methodological approach to analyse, first, the errors in spoken performance in the bilingual classroom; second, the
impact of these errors on overall intelligibility. The sample is
taken from academic discourse and is comprised of 34 hours of spoken
interaction with eight different Spanish speakers teaching through
English. The findings show that compensatory discourse strategies,
including listener comprehension, impacted communication much more
than the errors detracted from it.
Article outline
- 1.Introduction
- 2.Theoretical framework
- 3.Method and sample
- 4.Analysis and findings
- 4.1Stage one
- 4.1.1Phonological mis-performances
- 4.1.2Interrogation and listener accommodation
- 4.2Stage two
- 4.2.1Phonological intelligibility and negative
structures
- 4.2.2Combined errors and interrogative function
- 4.2.3Complex constructs: Verbal patterns and adjunctive syntax
- 4.2.4Complex constructs: Causation
- 5.Discussion
- 6.Concluding remarks
-
Notes
-
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