英语论文网

ribute  to  their identity constructions  by conducting interviews  and analyzing questionnaires with SPSS.

4.1 Grouping by number of turns  

Participants  constructed  different  identities  in  English  lectures.  Nevertheless,  in  the observation,  there  were  similarities  among  some  students.  The  study  tested  the  similarities and grouped them into different groups according to the number of their turns. In the process of  grouping,  statistical  analysis  on  SPSS  was  adopted.  Different  groups  were  divided according  to  the  number  of  turns  in  their  discursive  interactions  in  English  lectures.  It  came from the turn’s nature and particularity in classroom discourses to choose the number of turns as  the  grouping  criterion.  Firstly,  as  Sacks,  Schegloff  and  Jefferson  (1974)  put  forward, Conversation is a turn-organized activity with the sequence which is called turn-allocation in CA. Therefore, turn-taking was the basis for conversation analysis.  Secondly, in  classrooms, students  were  encouraged  to  take  at  least  one  turn  in  interactions.  However,  there  was  no ceiling  for  them  to  take  turns.  Therefore,  there  were  personality  traits  in  their  discursive interactions.  Based  on  the  statistics  on  the  number  of  turns  of  the  participants,  I  classified them  into  groups  with  number  of  turns  for  10  to  30,  31to  50,  51  to  70,  and  71  to  90.  As  is shown  in  Table  4.1,  the  participants  were  divided  into  four  groups  with  3,  4,  4,  and  16 students respectively.  

.........

Conclusion  

The study is based on my observation of twelve English lectures in three semesters in a junior  high  school  in  Beijing.  The  data  came  from  a  total  of  about  200  minutes’  free  and group discussions. With the theoretical support of CA, Fairclough’s CDA, Foucault’s critical theories,  Vygotsky’s  social  constructionism,  and  the  previous  studies,  the  study  draws  the following conclusions. In  the English  classes,  the  students  constructed  their identities  in  interactions.  Based on different  characteristics  of  classroom  conversations,  the  students  established  images  of  quiet curve-wreckers, talkative underachievers, and toughgirls. The three  Curve-wreckers  had the smallest  number of turns, interruptions  and overlaps. For turn-taking, they relied on the “current-selects-next” techniqu本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。