A Study Of Conversational Structure And Its Implications To Teaching Spoken English

This thesis starts from studying English conversational structure characteristics (turn-taking rules, feedback, the organizations of repairs, discourse coherence, etc.) differences between college students classroom conversation and native speakers in similar situations on the basis of conversational analysis theory and through quantitative analysis of classroom conversation recordings and literature reading of natural conversation. Then the author discusses its implications to spoken English teaching: improving spoken English input's quality and quantity through teaching conversation analysis theory and guiding students' analyzing practice; applying task-based approach to design a specific activity to generate students' output in their weak points and modifying task implementation model to give students an opportunity to reflect their conversation process under the conversation theory analysis and learn more related skills and actual language examples at this stage to improve their communicational competence.