scholarly journals Teacher epistemic stance as a trouble in foreign language classroom interaction

2021 ◽  
Vol 176 ◽  
pp. 15-25
Author(s):  
Jaume Batlle ◽  
Mandy Deal
Keyword(s):  
Foreign Language ◽  
Classroom Interaction ◽  
Epistemic Stance ◽  
Language Classroom ◽  
Foreign Language Classroom

scholarly journals Performance for Introverts?

2019 ◽  
Vol XIII (2) ◽  
pp. 139-156
Author(s):  
Silja Weber
Keyword(s):  
Foreign Language ◽  
Social Space ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Student Agency ◽  
Social Spaces ◽  
Analytic Methods ◽  
Language Classroom ◽  
Foreign Language Classroom

A common preconception about performance in the foreign language classroom sees performance as geared towards extroverts: students who readily contribute to verbal classroom interaction in any case. If true, this claim would be particularly problematic when advocating not only for the integration of isolated instances of performance, but for a fundamentally performance-based approach to language teaching. Such an approach would then further widen the gap between those participants who are more and those who are less comfortable in underdefined social spaces. This article draws on data from a larger study on FL classroom interaction and student agency during performance activities in intermediate German classes. Conversation analytic methods are used to trace how participation for one very reticent student evolves over the course of an intensive summer class. The development happens during extended performance activities with a Teacher-in-Role (TiR) strategy, and in particular due to the initiative of his classmates to shape a welcoming social space. They offer a range of carefully crafted participation openings, and the quiet student responds and later initiates conversational moves on his own. This case study provides discourse based, micro-analytic support for previous claims about the benefits of performance for class dynamics and participation.

scholarly journals Professores reflexivos em processo de mudança na sala de aula de língua estrangeira

2010 ◽  
Vol 9 (1) ◽  
pp. 50-71
Author(s):  
Solange Maria de Barros Ibarra Papa
Keyword(s):  
Foreign Language ◽  
Social Transformation ◽  
Teaching Practice ◽  
Classroom Interaction ◽  
Reflective Teaching ◽  
Main Concern ◽  
Discursive Practices ◽  
Classroom Context ◽  
Language Classroom ◽  
Foreign Language Classroom

This study aims at investigating the discursive practices of a reflective teacher in the foreign language classroom, as well as to verify whether reflective teaching practice contributes or not to the process of (self)emancipation and social transformation. The main concern is to understand what she says, as well as what she really does in the classroom context. In the analysis I used recordings of interviews and classroom interaction based on SFG and CDA.

scholarly journals Interakcja w klasie językowej - metodologia badawcza

Neofilolog ◽  
1970 ◽  
pp. 43-59
Author(s):  
Joanna Targońska
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Classroom Interaction ◽  
Language Classroom ◽  
Reliable Monitoring ◽  
Foreign Language Classroom

The present article is devoted to the discussion of the methodology of research into interaction in the foreign language classroom. It discusses selected methods which can be employed to allow a complete and reliable monitoring of the varied interactions which can occur during foreign language lessons. The paper concludes with an attempt at formulating some general principles relating to researching classroom interaction.

scholarly journals Perspectivas metodológicas para a análise da interação na sala de aula de língua estrangeira

2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Roberta Ferroni ◽  
Fernanda Landucci Ortale
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Foreign Language Teaching ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Teachers And Students

Resumo Este artigo apresenta diferentes perspectivas metodológicas para o estudo da interação na sala de aula de língua estrangeira. Com um corpus coletado em aulas de italiano como língua estrangeira, são ilustrados três modelos, decorrentes das seguintes abordagens: a funcional, a etnometodológica e a etnográfica. Esperamos, com este estudo, demonstrar que a análise da interação constitui um instrumento potencialmente rico para propiciar espaços de análise e reflexão, no âmbito da formação de professores, sobre a configuração das interações entre professor e aluno. Tais posturas reflexivas podem contribuir, sobremaneira, para a compreensão e o aprimoramento do processo de ensinar e aprender línguas. Palavras-chave: Interação em sala de aula. Ensino de língua estrangeira. Formação de professores.   Abstract This article presents different methodological perspectives for studying foreign language classroom interactions. Based on a corpus collected in classes where Italian was being taught as a foreign language, we illustrate three models derived from the following approaches: functional, ethnomethodological and ethnographic. We hope to demonstrate in this article that the analysis of interactions between teachers and students is a potentially rich instrument for studies and reflections within the field of teacher education. These reflections may contribute greatly to the understanding and improvement of the process of teaching and learning languages. Keywords: Classroom interaction. Foreign language teaching. Teacher education.

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