ALC8012 : Introduction to Interaction Analysis (Inactive)
- Inactive for Year: 2020/21
- Module Leader(s): Dr Adam Brandt
- Lecturer: Dr Spencer Hazel
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
This module introduces students to the micro-analysis of video recordings of ‘real world’ social interaction. It provides students with an appreciation and understanding of the importance of examining actual communicative encounters in order to develop understandings of interaction in general, and second language and intercultural communication in particular.
Students will be introduced to key methodologies for micro-analysis, including Conversation Analysis (CA) and Membership Categorization Analysis (MCA), as well as the Ethnomethodological (EM) theoretical approach which underpins these methodologies. The core principles and concepts of these methodologies will be introduced and discussed, and key research within the field – particularly as it is relevant to second language interaction, second language learning, and intercultural communication – will be focussed upon.
In addition to the theory and findings of the methodologies of CA and MCA, students will be encouraged to develop their practical research and analytic skills through the assessed work. by planning, preparing and conducting a small research project. This will involve (1) collecting and transcribing a piece of data in the form of an audio-video recording (which will be assessed as 20% of the final mark), as well as (2) analysing their data and presenting their analytic observations in an essay, linking them to previous research in the field and discussing them in terms of their theoretical and practical implications for second language interaction, second language learning and/or intercultural communication.
Students’ knowledge and skills development will also be supported through the module via group work in the form of practical tasks, discussions, transcription training and collaborative data analysis
Outline Of Syllabus
1. Introduction to the module
2. Some basics of social interaction
3. ‘Repairing trouble’ in interaction
4. Transcribing data for analysis
5. Institutional interaction
6. Second language interaction
7. Identities and interculturality in interaction
8. Applying interaction analysis, module summary and assignment preparation
|Scheduled Learning And Teaching Activities||Lecture||9||3:00||27:00||N/A|
|Guided Independent Study||Assessment preparation and completion||1||34:00||34:00||N/A|
|Guided Independent Study||Directed research and reading||1||120:00||120:00||N/A|
|Guided Independent Study||Skills practice||1||10:00||10:00||N/A|
|Scheduled Learning And Teaching Activities||Workshops||3||3:00||9:00||N/A|
Teaching Rationale And Relationship
Lecture sessions will introduce students to the theoretical aspects of the course, including the principles which underpin the methodologies and approaches relevant to the module. Students will be introduced to relevant theory and research literature, which they will be expected to read during independent study time.
Lecture sessions will be interactive, however, allowing for small and whole group discussions, which will be led by the lecturer, as well as practical activities which will link the theory and analysis of data to students’ real life experiences of communicating, particularly in second language and intercultural contexts. Discussions will also allow for students to consider how they would conduct micro-analytic research (i.e. collecting appropriate data in the form of video recordings). These discussions and practical activities will be student-focussed, but led by the lecturer.
The lecture aspect of the sessions will be completed by the third hour, which will be entirely data analysis workshops, in which students will have a chance to further practice and strengthen their analytic skills and receive training in how to transcribe the video recordings they collect, in accordance with the transcription conventions of the methodologies taught. Subsequent workshops will focus on data analysis, and allow for the students to put the theoretical aspects of the module into practice, by attempting to analyse example data, as well as one another’s data. This will provide students with the opportunity to learn from one another, as well as to reflect upon the development of their own understanding and analytic skills relevant to the module content.
The format of resits will be determined by the Board of Examiners
|Report||1||M||20||Student to record and transcribe audio-video data, for analysis in assessment 2, with 500-750 word summary of the data collected.|
|Essay||1||A||80||4,000 (excluding data transcripts)|
Assessment Rationale And Relationship
The assessment is designed to reflect the intended knowledge and skills outcomes of the module, as well as to match the main contents of the course. Assessment 1 – the collection, editing and transcription of audio-video data – will serve as preparation for assessment 2 – a written essay – which will include analysis of the data from assessment 1, as well as linking the analytic findings of the data to theoretical and practical implications within the areas of second language use, second language learning, and intercultural communication.
More specifically, assessment 1 will evaluate the development of students skills in preparing and conducting data collection – an important element in any research project – as well as to examine their abilities to use the necessary hardware and software for the collection and transcription of data. Additionally, accurate data transcription will reflect students’ understanding of theoretical underpinnings of the methodologies being taught.
Additionally, assessment 2 will assess students’ development of analytic skills, which will again display their appreciation of relevant theory. Students will also be required to relate their own analytic observations to previous theory and research findings within the field (thus displaying their achievement of knowledge outcomes), as well as to discuss their observations in broader theoretical and/or practical terms (again, requiring them to demonstrate their achievement of intended knowledge outcomes).