Code-switching to Know a TL Equivalent of an L1 Word: Request-Provision-Acknowledgement (RPA) Sequence

Main Article Content

Edgar Lucero

Abstract

This article focuses on the learner’s use of Code-switching to learn the TL (Target Language) equivalent of an L1 word. The interactional pattern that this situation creates defines the Request-Provision-Acknowledgement (RPA) sequence. The article explains each of the turns of the sequence under the combination of the Ethnomethodological Conversation Analysis and the Speech Act Analysis. The RPA sequence emerges from the analysis of a set of observations of EFL learners at university level. The insights of this study suggest that this RPA sequence presents pedagogical implications in the dynamics of classroom interaction and the way language learners and teachers negotiate meaning in class.

Article Details

How to Cite
Lucero, E. (2011). Code-switching to Know a TL Equivalent of an L1 Word: Request-Provision-Acknowledgement (RPA) Sequence. HOW Journal, 18(1), 58-72. Retrieved from https://howjournalcolombia.org/index.php/how/article/view/52
Section
Research Reports
Author Biography

Edgar Lucero, Universidad de La Salle, Bogotá

Edgar Lucero has been teaching English for 11 years at different language academies and universities in Bogotá. He holds a BA in Modern Languages from Universidad de La Salle, and an MA in Applied Linguistics for TEFL from Universidad Distrital Francisco Jose de Caldas. His research interest is in Discourse Analysis, mostly in classroom interaction.

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