Recasts in Language Classroom Discourse: A Comparison between Two Iranian EFL Classrooms

Recasts as a type of implicit feedback have been under the focus of extensive investigation in the field of SLA for many years. Thus far, a large number of studies scrutinized ineffectiveness or benefits of recasts but few of them have attempted to investigate this issue through making a comparison between two language classrooms which differ with respect to the cognitive maturity of learners. Accordingly, this study aims at exploring the distribution and frequency of recasts and their relationship with other Corrective Feedback (CF) techniques as well as students’ uptake and repair in adult and adolescent contexts. Twenty male/female adults and eighteen adolescents at the same level of English language proficiency from two classrooms in a private language institute in Yazd, Iran participated in the research. To collect accurate data, audio-recording was used by the teacher who taught both of English classes. Then, all the recorded data were transcribed and coded for each classroom. The data analysis showed that recasts in comparison to other types of CF were the most frequent technique used by the teacher in both classrooms mostly leading to topic continuation. In adolescent classroom, students’ repair in response to recasts included self-repair and repetition which resembled the patterns found in adult context. However, acknowledgment was regarded as the most favorite technique used by the adolescent learner. Another finding was the teacher’s use of recasts in combination with other CF techniques in both classrooms but the use of the combined forms in adolescent discourse was higher than that of adult classroom

The role of affection in language classroom discourse to assist younger learners’ participation

応用会話分析研究 : 会話における情意表現の役

Understanding Second Language Classroom Discourse Based on Genre Analysis

The purpose of the present study is to expand our current understanding of second language classroom discourse through genre analysis. In order to carry out the exploratory study of language lessons, a multidimensional genre-oriented approach should be for  both textual and contextual analyses of language lessons.  By studying different researches done in this area, it was concluded that, rather than viewing a language lesson as a distinctive genre, it should be considered as a sub-genre of the classroom discourse genre by sharing broad communicative purposes with other classroom discourse sub-genres

The metalinguistic dimensions of the foreign language classroom :: discourse perspectives on focus-on-form episodes /

Tese (Doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão

A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons

The purpose of the present study is to expand our current understanding of second language classroom discourse by exploring how four English as a second language (ESL) teachers working in an intensive English program structurally organize classroom language lessons through the use of language; how students and teachers perceive the functions of the various stages in a lesson; how teachers prepare for their language lessons; and how various discourses and texts in this teaching context influence teachers‘ spoken discourse in the classroom. In order to carry out the exploratory study of language lessons, a multidimensional genre-oriented approach is utilized that is sensitive to both textual and contextual analyses of language lessons. The findings suggest that despite the spontaneous nature of classroom settings and sometimes improvised nature of classroom teaching, experienced ESL teachers have generated and internalized schemata of language lessons, which consists of a stable schematic structure and linguistic patterns that are recognizable by both teachers and students. However, rather than viewing a language lesson as a distinctive genre, the study suggests that it might be described more precisely as a sub-genre of the classroom discourse genre proper that shares broad communicative purposes with other classroom discourse sub-genres, although also maintaining its own distinct characteristics. Further, the analysis indicates that seven resources appear to interact in dynamic, dialogic, and complex ways as experienced teachers set about constructing lessons that are goal-oriented, activity-driven, cohesive, and meaningful for both themselves and their students. Finally, the results demonstrate that experienced teachers integrate various material resources in the classroom that influence their talk; consequently, a language lesson can be regarded as both a process and a product that is highly multimodal, multimedial, and intertextual. The study concludes with implications for genre studies, classroom discourse studies, and second language teacher education, and with suggestions for future research

Japanese Primary Teachers' Awareness of Interactive Teaching in the English Classroom: An Initial Survey

This paper is one part of a KAKENHI (grand-in-aid research) study of English language classroom discourse at the primary and secondary levels of education in Japan. Following a survey of junior and senior high school teachers’awareness of interactive teaching (Hosokawa, 2016), this article reports the findings of a survey of Japanese primary teachers’ awareness of interactive teaching in English. The total sample involved 44 teachers. The data obtained provides insight into teachers’ backgrounds, teaching methodology, classroom activities, and actions adopted to implement interactive teaching in English language learning at the primary level. The study reveals a number of problems and challenges confronting primary English as schools seek to introduce interactive teaching. Additionally, the study also indicates the need and a direction for future research into the discourse of the primary English classroom

An Investigation of Question Types Used in an EFL Pre-Intermediate Classroom

In Japan, outside of junior high and high schools, the emphasis on communicative language teaching is still the dominant paradigm for language teachers. The idea behind the communicative method is that students focus on authentic, meaningful interactions rather than the traditional grammar focused methods taught in school. However, just because a language lesson is communicative rather than grammar focused, does not mean that the language produced by the students or the teacher is always real life communication. Much has been written about foreign language classroom discourse and the activities that promote discourse with regards to teacher/student talk and student/student talk. Many researchers have developed ways of investigating classroom discourse that can be used as analytical tools for language teachers to better understand the language used during teacher/student interaction. This article is a study of teacher questions and the effect of those questions on a class of pre-intermediate English Languege learners

Taking a pedagogical turn: What happens when the student /teacher conference moves to the center of the basic writing course

This dissertation examines the redesign of a basic writing course at a large, urban, majority-minority public university in Miami, Florida. In the redesigned course, there are no regular class meetings at all. Instead, small groups of five students meet with a teacher in writing circles, where they workshop papers. The content of the course is provided by a third-party software program in a dedicated computer lab. The redesign project is examined in light of the particular institutional history of Florida International University, with special emphasis on the roles of space, time, and face-to-face interaction in the teaching of writing to a richly diverse student body. Support for the course redesign is adduced from the work of other scholars in social linguistics, Teaching English as a Second or Other Language, classroom discourse analysis and composition theory. The study finds that the changes in the delivery methods of the course can benefit teachers, students, and the institution