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Classroom Discourse最新文献

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A multimodal perspective on adult learners’ vocabulary explanations in the beginner-level L2 classroom 从多模态视角看成人学习者在初级二语课堂中的词汇解释
IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-22 DOI: 10.1080/19463014.2023.2222857
Loanne Janin
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引用次数: 0
‘I like the song and nice video’: a pupil-led activity in the young learner EFL classroom with implications for pedagogy “我喜欢这首歌,我喜欢这段视频”:在年轻学习者的英语课堂中,学生主导的教学活动
IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-23 DOI: 10.1080/19463014.2023.2210236
S. Eskildsen, Maria Jensen
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引用次数: 0
Exploring argumentative strategies in student-teacher partnerships: patterns of deliberative communication 探讨师生伙伴关系中的辩论策略:协商沟通的模式
IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-10 DOI: 10.1080/19463014.2023.2197120
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引用次数: 0
The design of requests by adult L2 users with emergent literacy 具有突发性读写能力的成人第二语言使用者的请求设计
IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-03 DOI: 10.1080/19463014.2021.2017308
Laura E. Eilola
ABSTRACT Adopting the methods of multimodal conversation analysis, this study demonstrates that adult second language (L2) users with emergent literacy formulate requests as ‘complex multimodal Gestalts’ consisting prototypically of deictic or depictive gestures combined with gaze, situationally relevant material, and vocal or linguistic resources. The data obtained for this study are from classroom interactions and out-of-class service encounters that were conducted as part of pedagogical tasks in the context of integration training for adult L2 students with emergent literacy. The analysis shows how co-constructed request sequences typically involve multimodal negotiation in which the co-participants support L2 users to formulate requests that are understandable and that contribute to the progressivity of the interaction. The findings contribute to an understanding of practical requests as multimodal, context-sensitive, collaborative actions and underline the importance of this perspective especially from the view of L2 users with emergent literacy.
采用多模态会话分析的方法,本研究表明,具有突发性读写能力的成人第二语言(L2)使用者以“复杂的多模态格式塔”的形式表达请求,该格式塔由指示或描述手势的原型与凝视、情境相关材料和声音或语言资源相结合组成。本研究获得的数据来自课堂互动和课外服务,这些数据是在对具有突发性读写能力的成年第二语言学生进行整合训练的背景下作为教学任务的一部分进行的。分析表明,共同构建的请求序列通常涉及多模式协商,其中共同参与者支持第二语言用户制定可理解的请求,并有助于交互的递进性。研究结果有助于将实际需求理解为多模式、上下文敏感、协作行为,并强调了这一观点的重要性,特别是从具有新兴读写能力的二语使用者的角度来看。
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引用次数: 0
Inclusive third-turn repeats: managing or constraining students’ epistemic status? 包容性第三轮重复:管理还是限制学生的认知状态?
IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-29 DOI: 10.1080/19463014.2023.2190033
Mika Ishino
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引用次数: 0
Classroom discourse competence: current issues in language teaching and teacher education 课堂话语能力:当前语言教学与教师教育的问题
IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-13 DOI: 10.1080/19463014.2022.2146270
Z. Dinçer
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引用次数: 0
Taking learner initiatives within classroom discussions with room for subjectification 在课堂讨论中发挥学习者的主动性,有主体性的空间
IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-07 DOI: 10.1080/19463014.2022.2128689
J. van Balen, Myrte N. Gosen, S. de Vries, T. Koole
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引用次数: 1
Student-initiated storytelling in classroom interaction 课堂互动中学生主动讲故事
IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-08-10 DOI: 10.1080/19463014.2022.2103007
Elham Monfaredi
ABSTRACT This study examined interactional sequences in which students initiated storytelling in classroom interactions. The data consisted of 13 stories initiated by students in intermediate and advanced Persian language classes at two North American Universities. The study drew on conversation analysis in combination with membership categorization analysis to detail the sequential structure and category work in the students’ stories. A key finding was that students exhibited their knowledge affordances through storytelling. Specifically, the study explored how students’ identity work via self-initiated stories enabled them to make relevant their knowledge of and experience with certain cultural matters. Storytelling became an interactional site for students to show their sociocultural knowledge about the target community, and students’ initiation of stories invoked symmetry in classroom discourse and promoted agency. The current study contributes to research on storytelling in classroom interaction and to the growing body of research on epistemics in classroom discourse.
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引用次数: 0
Collaborative turn construction in paired speaking tests across different proficiency levels 不同熟练程度配对口语测试中的合作回合建构
IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-08-09 DOI: 10.1080/19463014.2022.2090397
Merve Hirçin-Çoban, Betül Çimenli
ABSTRACT To be able to assess interactional competence (IC), which believed to be shared knowledge rather than an individual skill, talk in paired speaking tests can be analyzed. Accordingly, this study investigates how L2 speakers of English collaboratively construct turns in paired speaking tests mainly through embodied word search sequences and their relation to IC based on a dataset of 48 recorded paired speaking tests collected from a state university in Turkey. Results of the study have revealed that turn completion is mostly constructed at word level but also at sentence level for some cases. It is shown that collaborative turn construction practices vary across different proficiency levels, especially between B1 and B2. In addition to this, there are six different resources employed by interactants to receive turn completion and the higher the students’ proficiency level is, the more varied the resources they use to do so. It is also revealed that interactants almost always achieve mutual understanding following a turn completion. Findings of the study can feed into L2 assessment practices and pedagogical practices in L2 classrooms in a way that can facilitate the teaching of L2 IC.
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引用次数: 0
‘Yes? I have no idea’: teacher turns containing epistemic disclaimers in upper primary school whole-class discussions “是吗?“我不知道”:在小学高年级的课堂讨论中,老师的回合中包含了认识论的免责声明
IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-08-05 DOI: 10.1080/19463014.2022.2103008
Sofie van der Meij, Myrte N. Gosen, Annerose Willemsen
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引用次数: 4
期刊
Classroom Discourse
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