Face Saving and Conflicting Frames: An Analysis of Interaction between Native and Nonnative ESL Teachers
- Face Saving and Conflicting Frames: An Analysis of Interaction between Native and Nonnative ESL Teachers
- Turnbull, Antonieta
- Applied Linguistics and Teaching English to Speakers of Other Languages
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- Working Papers in TESOL & Applied Linguistics
- This study presents the analysis of a workplace interaction between two nonnative English as a second language teachers and one native-English as a second language teacher. The aim of the study is to investigate how frames, alignment and footing are signaled in this work related conversation and to analyze the role of face saving in the appearance of conflicting frames. In addition, this study aims to contribute to the research that has been conducted in both institutional and noninstitutional settings where professionals of different language and cultural backgrounds happen to interact. Analysis of conversation between native and nonnative speakers of English seems to provide evidence that different use of contextualization cues can lead to misunderstanding (Gumperz, 1982; Gumperz, Jupps & Roberts, 1979; Roberts, Davies & Jupp, 1992). However, when conversation takes place between native and nonnative teachers of English as a second language (NES teachers and NNES teachers) other issues besides misunderstanding may arise. One of these issues can be the active involvement of the participants to save one’s or the other’s face, which can create conflicting frames during the interaction.
- Conversation analysis
English language--Study and teaching--Foreign speakers
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- Suggested Citation:
- Antonieta Turnbull, 2006, Face Saving and Conflicting Frames: An Analysis of Interaction between Native and Nonnative ESL Teachers, Columbia University Academic Commons, https://doi.org/10.7916/D8QZ29HD.