Discourse Patterns in First Language Use at Hcme and Second Language Learning at School: an Ethnographic Approach

List of Annexes

Page

The Aias

1.1 Contrasting Ethnographic and Quantitative Approaches 190

1.2 Contrasting Positivist and Eaturalistic Axioms 191

The Literature

2.1 Societal and Linguistic Goals and their Relation to
Educational Policies 192

2.2 Prerequisites for L2 LearningZsituation in Selected Countries 193

2.3 Werth's Model of Conversation 194

2.4 Mishler's Types of Discourse 195

The Setting

3.1 Map of Mozambique's main Languages

3.2 List of Dialogues in Textbooks and Teacher's Manuals 197

3.3 Textbook Dialogue: Eo.8 198

3.4 Textbook Dialogue: Wo.10 199

3.5 Textbook Dialogue: Ko.11 200

3.6 Example of a Transcript from the I.JΓ.D.E. Study 202

Interpretation of Results

5.1 Identity of Speakers in Conversational Sequences 203

5.2 Basic Functions of Utterances by Speaker 204

5.3 Main Functions of Utterances by Speaker 205

5.4 Main Functions of Requests by Speaker 206

5.5 Sustaining and Eon-sustaining Utterances by Speaker 207

5.6 Dynamic of Interaction by Speaker 208

5.7 Questions as Reply Moves by Speaker 209

5.8 Adults' Requests for Information and Explanations and their
relation to the Dynamic of Interaction 210

5.9 Clarification Requests by Speaker 211

5.10 Sustaining Moves by Speaker 212

5.11 Clarification Requests by Speaker 213