The interactional achievements of repair and correction in a Mandarin language classroom

2014 ◽  
Vol 3 (2) ◽  
pp. 175-200 ◽  
Author(s):  
Tsui-Ping Cheng
Keyword(s):  
Conversation Analysis ◽  
Language Production ◽  
Teaching And Learning ◽  
Sequential Analysis ◽  
Classroom Instruction ◽  
Shared Understanding ◽  
Instructional Activity ◽  
Epistemic Stance ◽  
Language Classroom ◽  
Mandarin Language

AbstractThis study examines the different interactional achievements of repair and correction in a Mandarin language classroom from a conversation analysis perspective. The sequential analysis of teacher-initiated repair and correction shows that while repair indicates participants' relative epistemic stance and makes visible the contingent process of securing intersubjectivity, correction serves to monitor students' language production and accomplish teaching. By means of various repair practices, teacher and students are able to maintain and restore a shared understanding of the instructional activity that they are doing together. This intersubjectivity is the foundation upon which a space for teaching and learning is created, maintained, and defended. In correction sequences, the practices of repetition and overlap underscore teacher and students' alignment with a pedagogical focus of linguistic accuracy and make relevant their situated institutional identities. Regardless of the distinctive achievements in interaction, repair and correction are both practical resources that enable and sustain classroom instruction.

scholarly journals Going 3D with Technology: An Overarching Approach for Language Teachers

2016 ◽  
Vol 18 (1) ◽  
pp. 133
Author(s):  
Jason D. Hendryx
Keyword(s):  
Higher Education ◽  
Observational Data ◽  
Language Production ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Student Interaction ◽  
Language Teachers ◽  
Classroom Observations ◽  
Language Classroom ◽  
Key Features

Después de más de una década de observaciones en clases de más de una docena de idiomas, en múltiples instituciones de educación secundaria y de educación superior en varios países, se puede afirmar que existen tres usos pedagógicos clave para una introducción exitosa de la tecnología por parte de los profesores. Los tres usos identificados son: el direccional, el de desarrollo, y el crítico. En lo sucesivo, llamados usos 3D. Los datos de observación obtenidos sugieren que cuando un profesor de idiomas introduce la tecnología en el aula por medio de cualquiera de los tres usos indicados, incrementa el éxito de resultados. El éxito aquí debe entenderse como un mayor nivel de interacción, de motivación, de compromiso y de producción de lenguaje por parte de las estudiantes. Mientras tanto las observaciones de profesores que introducen la tecnología en el aula sin tener en cuenta los usos 3D, revelaron aplicaciones rígidas y aburridas de los medios tecnológicos para la enseñanza y el aprendizaje de idiomas. Dichas aplicaciones muchas veces se caracterizan por desdeñar el contexto pedagógico de manera que generan entre los estudiantes escasos o nulos niveles de interacción o de producción de lenguaje.Grounded in over a decade of language classroom observations, in multiple institutions of secondary and higher education in several countries, across over a dozen languages, three key features of what appear to be successful applications of technology by instructors in these classes for language teaching emerged. These features came to be identified as directional, developmental, and decisive—Hereafter referred to as the 3Ds. Observational data suggests that when an instructor embraces any of the 3Ds while using technology for teaching and learning purposes, the more successful that application of technology seems to be. Success here should be understood as higher levels of student interaction, engagement, and motivation, with more kinds and types of student language being produced.  Meanwhile, observations of instructors who did not utilize any of the 3Ds, revealed stiff, uninspiring uses of technology, oftentimes devoid of context, which did not result in much, if any, student interaction or language production.  

scholarly journals Task-Based Learning in the Classroom for EFL Learners: A Review

2020 ◽  
Vol 17 (2) ◽  
pp. 123-134
Author(s):  
Muhammad Badrus Sholeh
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Use ◽  
Classroom Instruction ◽  
Efl Learners ◽  
Language Pedagogy ◽  
English Classes ◽  
Language Classroom ◽  
Second Language Pedagogy

In language teaching and learning, there are several methodologies and approaches; one of them is TBL. Since the 1980s, this approach has had the most pedagogical attention in second language pedagogy. TBL is becoming increasingly common worldwide, particularly in English classes in Indonesia. The task's goal is to establish a clear reason for language use and create a natural meaning for language learning. The ideas and principles of TBL have proven to be effective in classrooms. This paper aims to explain why teachers should implement TBL (TBL) in the language classroom and how to implement TBL during classroom instruction. The discussion begins with the introduction and the description of TBL. Then, it goes on TBL characteristics and continues with the approaches, the benefits, and framework of TBL.      

scholarly journals Peer Repair in a Second Language Class: A Conversation Analytic Study

2021 ◽  
Vol 8 (6) ◽  
Author(s):  
Ziyang Gao ◽  
Keyword(s):  
Second Language ◽  
Conversation Analysis ◽  
Teaching And Learning ◽  
Nonnative Speakers ◽  
Second Language Teaching ◽  
Class A ◽  
Language Class ◽  
Naturally Occurring ◽  
Language Classroom ◽  
Nonnative Speakers Of English

Conversation analysis is a significant approach on research of the second language teaching and learning, among which repair has attracted more and more attention from scholars. This study investigates peer repair sequences between three nonnative speakers of English while they engaged in free talk in the second language classroom. 40 minutes of naturally occurring talk between nonnative speakers were collected and analyzed. The present study reports on the data shows two types of peer repair: first, self-initiated and other-corrected; second, other-initiated and other-corrected. The analysis of the peer repair sequences shows that the self-initiated and other-corrected repair sequences follow a pattern of asking for confirmation on the production of a language item and receiving a correction, while the other-initiated repair do not follow the rules of preference for self-correction described in conversation analysis.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals Teachers’ Perception of Their Code-Switching Practices in English as a Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110138
Author(s):  
Yetti Zainil ◽  
Safnil Arsyad
Keyword(s):  
Conversation Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Video Recording ◽  
Code Switching ◽  
Pedagogical Practices ◽  
Stimulated Recall ◽  
West Sumatra ◽  
Teacher Professional ◽  
Stimulated Recall Interviews

Teachers often code-switch in the EFL classroom, but the question of whether or not they are aware of their code-switching has not been satisfactorily answered. This article presents the study on teachers’ understandings and beliefs about their code-switching practices in EFL classrooms as well as effective language teaching and learning. The participants of this study came from four junior high schools in Padang, West Sumatra, Indonesia: five teachers with their respective classes. This research used the conversation analysis and stimulated recall interviews to analyze the data which came from the video recording of classroom observations and the audio recording of stimulated recall interviews with teachers. The results revealed the pedagogical functions and affective functions of teacher’s code-switching. The data also showed that the use of stimulated recall interviews helped teachers to be consciously aware of their code-switching as well as of their other pedagogical practices in the language classroom. Therefore, stimulated recall interviews can be a useful tool for teacher self-reflection that they were not aware of their code switch. This awareness could be incorporated into language teacher professional development and in-service teacher professional learning.

Teaching oral requests

Pragmatics ◽  
2013 ◽  
Vol 23 (3) ◽  
pp. 499-517 ◽  
Author(s):  
Eleni Petraki ◽  
Sarah Bayes
Keyword(s):  
Conversation Analysis ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Appropriateness ◽  
Language Classroom ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Everyday Communication

Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore whether current discourse analytic research is reflected in the lessons and communication examples of five English language teaching textbooks, by using spoken requests as the subject of investigation. The textbooks were evaluated on five criteria deriving from research on politeness, speech act theory and conversation analysis. These included whether and the extent to which the textbooks discussed the cultural appropriateness of requests, discussed the relationship of requests and other contextual factors, explained pre-sequences and re-requests and provided adequate practice activities. This study found that none of the coursebooks covered all of the criteria and that some coursebooks actually had very inadequate lessons. The results of the textbook analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks must improve their lessons on requests by using pragmatics research and authentic examples as a guide.

Conversation and Culture

2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Simeon Floyd
Keyword(s):  
Conversation Analysis ◽  
Quantitative Methods ◽  
Sequential Analysis ◽  
Contemporary Literature ◽  
Annual Review ◽  
Publication Date ◽  
Face To Face ◽  
Qualitative And Quantitative Methods ◽  
Language Studies ◽  
Speech Communities

Conversation analysis is a method for the systematic study of interaction in terms of a sequential turn-taking system. Research in conversation analysis has traditionally focused on speakers of English, and it is still unclear to what extent the system observed in that research applies to conversation more generally around the world. However, as this method is now being applied to conversation in a broader range of languages, it is increasingly possible to address questions about the nature of interactional diversity across different speech communities. The approach of pragmatic typology first applies sequential analysis to conversation from different speech communities and then compares interactional patterns in ways analogous to how traditional linguistic typology compares morphosyntax. This article discusses contemporary literature in pragmatic typology, including single-language studies and multilanguage comparisons reflecting both qualitative and quantitative methods. This research finds that microanalysis of face-to-face interaction can identify both universal trends and culture-specific interactional tendencies. Expected final online publication date for the Annual Review of Anthropology, Volume 50 is October 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

scholarly journals PRAKTEK KEKUASAAN DAN DOMINASI GURU DI DALAM KELAS DITINJAU DARI STRUKTUR WACANA PEDAGOGIK PEMBELAJARAN BAHASA INGGRIS

2015 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Hamzah Hamzah ◽  
Kurnia Ningsih
Keyword(s):  
Discourse Analysis ◽  
Key Words ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Critical Discourse ◽  
English Teacher

This study is aimed at exploring the way the English teachers at senior high schools exercise power and domination during the teaching and learning process. Conversation analysis and critical discourse analysis were used to analyze the data. The data were generated from thirty transcripts of classroom interaction comprising of two academic hour session for each transcript. The findings of this study revealed that the English teacher still exercised strong power and domination in the classroom. Most exchanges were initiated by the teacher (93%), and the students involvements were limited to providing responses in accordance with the information initiated by their teacher. The teachers’ domination was also seen in the length of the turns. The teachers normally had extended turn comprising one clause or more, while students’ contributions were normally short consisting of one word, one phrase, and one clause was the longest in each turn. Beside the two indicators, the teachers’ power and domination were seen in controlling the topic, giving instruction, asking close questions and providing correction. Key words: conversation, classroom discourse, power and domination

scholarly journals Engaging in Collaborative Learning in a Japanese Language Classroom

2012 ◽  
Vol 36 (1) ◽  
pp. 17
Author(s):  
Megumu Doi ◽  
John Peters
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Social Process ◽  
Social Constructionist ◽  
Japanese Language ◽  
Annual Conference ◽  
American University ◽  
Language And Culture ◽  
Language Classroom ◽  
Duke University

This article discusses the experiences of Megumu (first author) and her students as they engaged in collaborative learning (CL) in their intermediate Japanese course at an American university. CL was one of three types of teaching and learning employed in Megumu’s course, but it enabled students to learn aspects of Japanese language and culture that other types of teaching and learning are not designed to accomplish. We first discuss the concept of CL from our social constructionist perspective; i.e., we see learning as a social process of knowing instead of merely a construct of individual minds (Berger & Luckmann, 1966; Gergen, 1999). This is then followed by a description of how this social constructionist perspective was incorporated in Megumu’s course, based on her and students’ reflections on their CL experiences. Finally, we close with an invitation to readers to explore the potential of CL in various Japanese language classroom environments. 本論では、米国大学の中級日本語のクラスで、筆者とその学生達が協働学習教授法（Collaborative learning: CL）に参加した際の経験を論じる。CLはこのクラスで用いられた3種類の教授法の1つで、学生達が日本の言語や文化を学ぶ上で、他の教授法では可能でないことを達成するのに大変役立った。本論では、まず、社会構造主義の視点に基づいたCLの概念を論じる。ここで言う社会構造主義とは、学習を単に個人の知の構築ではなく、物事を知るという社会的過程であるとみなす理論である (Berger & Luckmann, 1966; Gergen, 1999)。次に、この社会構造主義の側面が筆者のクラスでどう用いられているかを、学生達との実際の経験を振り返って叙述する。最後に、様々な日本語教育現場におけるCLの可能性を、共に探求するよう読者に提案する。 *A version of this paper was presented at the 25th Annual Conference of the Southeastern Association of Teachers of Japanese (SEATJ) at Duke University, NC, in May 2010.

Sign in / Sign up

Export Citation Format

Share Document