Mediating L2 Learning Through Classroom Interaction

2019 ◽  
pp. 1-19
Author(s):  
Steve Walsh ◽  
Olcay Sert
Keyword(s):  
Classroom Interaction ◽  
L2 Learning

scholarly journals Tellers, Makers, and Holders of Stories: A Micro-Analytic Understanding of Students’ Identity Work in Drama-based Adult ESL Classrooms

2021 ◽  
Vol 24 (3) ◽  
pp. 186-206
Author(s):  
Won Kim
Keyword(s):  
Adult Learners ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
Learning Experiences ◽  
Identity Work ◽  
Educational Drama ◽  
Adult Esl ◽  
L2 Learning ◽  
Research Findings ◽  
Esl Pedagogy

Despite a wide-spread pedagogical interest and scholarly conviction in the possibilities of educational drama for creating more contextually-situated, engaging, and multi-modal L2 learning experiences (Piazzoli, 2018; Stinson & Winston, 2011), there is scarce empirical evidence concerning what is actually taking place interactionally in L2 classrooms for adults. This article presents a bottom-up microanalysis of classroom interaction in an ESL class in Canada with over 16 adult learners designed to explore the potential and actual impact of educational drama on classroom discourse and students’ L2 learning experiences. Using a discourse analytic approach (Antaki & Widdicombe, 1998; Goffman, 1981), I analyze the dynamic identity work of the class participants. The article presents empirically-grounded research findings that illustrate instances of interaction in and through which drama-based ESL pedagogy contributes to the development of dialogic and democratic classroom discourse and fosters a transformative empowering interpersonal space (Cummins, 2011).  

scholarly journals Sorry Used by L2 Adult Learner: Managing Learning Opportunity and Interpersonal Relationship in Classroom Interaction

2017 ◽  
Vol 8 (2) ◽  
pp. 48
Author(s):  
Ruowei Yang ◽  
Xing Zhang
Keyword(s):  
Interpersonal Relationships ◽  
Interpersonal Relationship ◽  
Classroom Interaction ◽  
Learning Opportunities ◽  
Classroom Interactions ◽  
Target Language ◽  
Learning And Teaching ◽  
L2 Learning ◽  
Conversational Turns ◽  
The Relationship

This study investigates functions of sorry in L2 Chinese classroom interactions through the conversation analysis approach with an aim to investigate the relationship between sorry and L2 learning and possible functions of sorry in managing interpersonal relationships in classroom interactions. Through analysis of 36 hours’ video-recorded classroom interaction, this research shows that the non-apologetic sorry could be employed by adult learners to obtain various learning opportunities, such as active participation, production of appropriate responses, active use of target language, and attempts to solve problems that are not designed in the teaching agenda. Moreover, sorry could be used as a strategy for constructing polite co-operation and to mitigate possible offenses against tutors during classroom interactions, as well as to manage interpersonal relationships based upon the theoretical framework of politeness. Findings from this study can also help us understand how sorry serves pragmatic purposes for L2 classroom interaction and provide us with pedagogical implications for L2 learning and teaching. Future studies need to examine sorry as used by L2 learners in conversational turns other than the same turn, as well as at different positions of a turn, to provide evidence for its functions in classroom interaction.

THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS

2018 ◽  
Vol 2 (2) ◽  
pp. 184-198
Author(s):  
Ida Yulianawati
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Interaction Analysis ◽  
Participant Observation ◽  
Video Recording ◽  
Classroom Interaction ◽  
Verbal Interactions ◽  
Qualitative Interaction ◽  
Classroom Language ◽  
Teaching Learning

The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.  

A STUDY OF TURN TAKING IN EXTENSIVE READING LECTURE AT ENGLISH STUDY PROGRAM OF HALU OLEO UNIVERSITY

2019 ◽  
Vol 4 (1) ◽  
pp. 51
Author(s):  
Suhartono Anwair
Keyword(s):  
Qualitative Method ◽  
Classroom Interaction ◽  
Extensive Reading ◽  
Study Program ◽  
Purposive Sampling ◽  
Turn Taking ◽  
Descriptive Qualitative

The study of turn taking in extensive reading lecture is aimed at investigation the types of turn taking and its functions. The scope of this study is restricted only to the classroom interaction in extensive reading lecture. There are 30 students and 1 lecturer taken as the respondents. They are taken by purposive sampling. In collecting the data, all utterances produced by the speakers were recorded and scripted. Finally, those scripts were analyzed by using descriptive qualitative method in terms of types of turn taking and its functions.The result shows that there are three turn taking types in extensive reading lecture, namely: taking the turn, holding the turn and yielding the turn. Additionally, there are eleven functions of turn taking in extensive reading lecture, namely: informative, organisation, affective, responsive, external thinking, interrogative, judgemental, intentional, hypothetical, reproductional, and imaginative functions. Keywords: turn, turn taking, and extensive reading lecture

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