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Pre-Service teachers’ management of student-initiated word searches in an EFL classroom 职前教师对英语课堂学生主动词汇搜索的管理
IF 1.4 Pub Date : 2022-04-29 DOI: 10.1080/19463014.2022.2061543
G. Balikçi, Gölge Seferoğlu
ABSTRACT Searching for unknown words is a common interactional practice of learners in EFL classrooms. Language teachers exploit learner-initiated word searches in several ways to promote learning opportunities. However, it can be more challenging for pre-service teachers during their teaching practicum, as it is their first contact with students in a real classroom. Therefore, it is worth analysing how pre-service teachers manage word searches in classroom interaction during their practicum. For this reason, we video-recorded 43 lessons of 16 pre-service EFL teachers doing their practicum at a high school in Turkey. We analysed student-initiated word searches and the orientations of the pre-service teachers to them. The results indicate that word searches are collaborative practices shaped by momentary the pedagogical focus, and the use of L1. Teachers attend to the word search by choosing the appropriate candidate word or providing reformulation for the negotiated words. When they do not attend to the word search, they may let it pass or prioritize fluency. Those two pathways will be discussed in relation to learning opportunities and teachers’ classroom interactional competence, and implications regarding EFL classrooms will be presented.
搜索生词是学习者在英语课堂上常见的互动行为。语言教师通过多种方式利用学习者发起的单词搜索来促进学习机会。然而,对于职前教师来说,在教学实习期间可能更具挑战性,因为这是他们第一次在真正的课堂上与学生接触。因此,职前教师在实习过程中如何管理课堂互动中的词语搜索是值得分析的。为此,我们录制了16位职前英语教师在土耳其一所高中实习的43节课。我们分析了学生发起的单词搜索和职前教师对他们的取向。结果表明,词汇搜索是一种协作行为,受瞬时教学重点和母语使用的影响。教师通过选择合适的候选词或为谈判词提供重新表述来参与单词搜索。当他们不注意单词搜索时,他们可能会忽略它或优先考虑流畅性。这两种途径将与学习机会和教师课堂互动能力的关系进行讨论,并提出对英语课堂的影响。
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引用次数: 0
Translanguaging and power in academic writing discourse: the case of a Bangladeshi university 学术写作话语中的译语与权力:以孟加拉大学为例
IF 1.4 Pub Date : 2022-04-29 DOI: 10.1080/19463014.2022.2046621
A. Rafi, A. Morgan
ABSTRACT This study explored the role of translanguaging pedagogies in navigating bilingual students’ tensions and struggles in an academic writing class of an English medium private university in Bangladesh. Data were collected through classroom observation, a pedagogical intervention, a focus group discussion with six students and a semi-structured interview with the class teacher. The analysis of observation data revealed that the gate-keeping encounters precipitated by the English-only policy affected student engagement and class participation. In contrast, the intervention designed through several translanguaging strategies enhanced students’ metalinguistic, metacognitive and sociolinguistic awareness, developed multicompetence, and facilitated full participation rate in an academic writing task. Irrespective of these benefits, participants expressed mixed reactions toward accepting translanguaging as a regular practice and a policy in writing instruction that might challenge language separation traditions in academic writing, English-only biases, and expressed views about the potential for cross-contamination of Bangla language and linguistic nationalism in Bangladesh.
摘要本研究探讨了在孟加拉国一所英语私立大学的学术写作课上,跨语言教学法在引导双语学生紧张和挣扎中的作用。通过课堂观察、教学干预、与六名学生的焦点小组讨论以及与班主任的半结构化访谈来收集数据。通过对观察数据的分析,发现纯英语政策导致的守门遭遇影响了学生的参与度和课堂参与度。通过多种翻译策略设计的干预提高了学生的元语言意识、元认知意识和社会语言意识,发展了多元能力,促进了学生对学术写作任务的充分参与。尽管有这些好处,但参与者对将跨语言作为一种常规做法和写作指导政策表示了不同的反应,这可能会挑战学术写作中的语言分离传统,只使用英语的偏见,并表达了对孟加拉国语和语言民族主义交叉污染的可能性的看法。
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引用次数: 8
Interactional practices in technology-rich L2 environments in and beyond the physical borders of the classroom 在技术丰富的第二语言环境中的互动实践,在教室的物理边界内外
IF 1.4 Pub Date : 2022-04-03 DOI: 10.1080/19463014.2022.2063547
Teppo Jakonen, M. Dooly, Ufuk Balaman
ABSTRACT The current special issue is dedicated to studies exploring social interaction in second language educational environments that feature technology. In this introduction article, we contextualize the empirical studies included here with respect to the changing role of technology in education and situate them in the research tradition of multimodal and ethnomethodological Conversation Analysis (CA). We also present the individual contributions and briefly discuss how they promote a conceptualization of classrooms as pedagogically meaningful material-technological ecologies for teaching and learning actions rather than a physically delimited space.
当前的特刊致力于探索以技术为特征的第二语言教育环境中的社会互动。在这篇导论文章中,我们将本文中包含的关于技术在教育中不断变化的角色的实证研究置于背景中,并将它们置于多模态和民族方法学对话分析(CA)的研究传统中。我们还介绍了个人的贡献,并简要讨论了他们如何促进教室的概念化,使其成为教学和学习行动的具有教学意义的材料-技术生态,而不是物理上划定的空间。
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引用次数: 3
Opportunities for second language learning in online search sequences during a computer-mediated tutoring session 第二语言学习的机会在网上搜索序列在计算机中介辅导会议
IF 1.4 Pub Date : 2022-04-03 DOI: 10.1080/19463014.2021.2023597
H. T. Nguyen, Ann Tai Choe, Cristiane Vicentini
ABSTRACT To inform pedagogical decisions about using technology, it is important to understand from the ground up how technology is utilised during language learning activities. This paper takes an ethnomethodological conversation analytic approach to examine a learner’s participation in epistemic management actions and its consequences for second language learning during online search sequences. Data come from a conversation-for-learning between a tutor and a tutee conducted via voice and text chat in Skype. Microanalysis of the online search sequences reveals that the emergence of a teachable/learnable can be spurred by the confluence of interactional practices and computer technology affordances. Further, we show how technological friction can induce rather than constrain language use and practice. Our findings call for more attention to coordinated online searches as a learning activity in its own right.
为了为使用技术的教学决策提供信息,重要的是要从头开始了解在语言学习活动中如何利用技术。本文采用民族方法学会话分析的方法来研究学习者在在线搜索过程中参与认知管理行为及其对第二语言学习的影响。数据来自通过Skype语音和文字聊天进行的导师和学生之间的学习对话。对在线搜索序列的微观分析表明,可教/可学的出现可以由互动实践和计算机技术能力的融合而激发。此外,我们展示了技术摩擦如何诱导而不是限制语言的使用和实践。我们的研究结果呼吁更多地关注协同在线搜索作为一种学习活动本身的权利。
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引用次数: 4
‘We should google that’: the dynamics of knowledge-in-interaction in an online student meeting “我们应该谷歌一下”:在线学生会议中知识互动的动态
IF 1.4 Pub Date : 2022-04-03 DOI: 10.1080/19463014.2021.2023596
M. Dooly, Vincenza Tudini
ABSTRACT This paper takes a multimodal conversation analytic approach to explore knowledge-in-interaction in a technology-mediated online environment (Skype videoconference) during a meeting between eight university students studying to become language teachers. The analysis considers the ways in which the student-teachers demonstrate their knowledge or understanding of telecollaborative project-based language learning while taking part in a telecollaborative exchange themselves. Given the growing predominance of online teaching and learning, it is increasingly relevant to have a deep understanding of the ongoing learner interaction that takes place in these environments, particularly considering that interaction can be understood as a trajectory of knowledge building. The study examines how the student-teachers make use of the different technological features of a videoconferencing platform to manage the assigned task, which is to complete a collaborative exam. These features include camera, shared links, parallel text chats and editing tools. Findings imply that the student-teachers sequentially organise their knowledge synthesis and co-construction of pedagogical understanding through technologically-supported mutually coordinated interaction. Although the analysis is contextually bound, the task-focused interaction that is highlighted is relevant to higher education teachers in a variety of contexts, apart from teacher education.
摘要:本文采用多模态对话分析方法,探讨了八名拟成为语言教师的大学生在以技术为媒介的网络环境(Skype视频会议)中的知识互动。该分析考虑了师生在参与远程协作交流时展示他们对基于远程协作项目的语言学习的知识或理解的方式。鉴于在线教学和学习日益占主导地位,深入了解在这些环境中发生的持续学习者互动变得越来越重要,特别是考虑到互动可以被理解为知识构建的轨迹。本研究考察了学生-教师如何利用视频会议平台的不同技术特征来管理分配的任务,即完成协作考试。这些功能包括摄像头、共享链接、并行文字聊天和编辑工具。研究结果表明,师生通过技术支持的相互协调互动,有序地组织他们的知识合成和教学理解的共同构建。尽管该分析受情境约束,但强调的以任务为中心的互动与高等教育教师在各种情境下的互动有关,而不仅仅是教师教育。
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引用次数: 6
Coda: the interactional affordances and constraints of technology-rich teaching and learning environments 结论:技术丰富的教学环境的交互性支持和约束
IF 1.4 Pub Date : 2022-04-03 DOI: 10.1080/19463014.2022.2071959
S. Thorne, J. Hellermann
ABSTRACT This coda describes various affordances and constraints associated with technology-rich language teaching and learning. It begins with a discussion of articles in this special issue of Classroom Discourse and then expands to engage with broader dynamics associated with uses of digital tools in language education. In particular, we address research issues relating to technology-rich activity such as the complexity of multimodal transcription and analysis when mapping multiple semiotic fields, potential challenges presented by polyfocality, the implications of response latency on the sequential organisation of talk, the historically and experientially formed cultures-of-use of digital communication tools as they may inform patterns and expectations of behaviour, and the potentially active role of various technologies as co-constitutive of the morphologies of action of teachers and learners in technology-rich settings.
摘要:本结论描述了与技术丰富的语言教学相关的各种能力和约束。它首先讨论了本期《课堂话语》特刊上的文章,然后扩展到与语言教育中使用数字工具相关的更广泛的动态。特别是,我们解决了与技术丰富的活动相关的研究问题,例如多模态转录和分析在映射多个符号学领域时的复杂性,多焦点带来的潜在挑战,响应延迟对谈话顺序组织的影响,历史和经验形成的数字通信工具使用文化,因为它们可能会通知模式和行为期望。在技术丰富的环境中,各种技术作为教师和学习者行为形态的共同构成的潜在积极作用。
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引用次数: 3
Using online translation tools in computer-assisted collaborative EFL writing 在线翻译工具在计算机辅助英语写作中的应用
IF 1.4 Pub Date : 2022-03-15 DOI: 10.1080/19463014.2021.2025119
N. Musk
ABSTRACT This study applies multimodal conversation analysis to examine how pupils of L2 English in Sweden make use of online translation tools (OTTs), i.e. bilingual dictionaries and Google Translate, in a range of digital collaborative writing tasks. The collection of sequences where pupils use OTTs comes from 31 hours of video-recorded data from four Swedish upper-secondary schools. In contrast to previous research on OTTs, this multimodal micro-analytic study examines the process of using OTTs and links it to the written product, by analysing actions on the screen accompanied by embodied pupil interaction. Thus the analyses track: (1) how and when pupils deploy OTTs, (2) whether the tools help them to resolve lexical gaps and other lexical issues and (3) what problems arise in the process. The study also discusses what help can be offered to overcome the encountered difficulties of using OTTs.
本研究采用多模态会话分析来研究瑞典的第二语言英语学生如何在一系列数字协作写作任务中使用在线翻译工具(OTTs),即双语词典和谷歌翻译。学生使用OTTs的序列收集来自瑞典四所高中的31小时视频记录数据。与之前关于在线阅读的研究不同,这项多模态微观分析研究通过分析屏幕上伴随着瞳孔互动的动作,考察了使用在线阅读的过程,并将其与书面产品联系起来。因此,分析跟踪:(1)学生如何以及何时使用在线教学;(2)这些工具是否帮助他们解决词汇空白和其他词汇问题;(3)在这个过程中出现了什么问题。本研究亦探讨了如何克服使用ott时所遇到的困难。
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引用次数: 9
Focusing on content or strategies? Enactment of reading strategies in discussions about science texts 关注内容还是策略?科学文本讨论中阅读策略的制定
IF 1.4 Pub Date : 2022-02-24 DOI: 10.1080/19463014.2021.2023598
R. Walldén
ABSTRACT This article concerns the relationship between general literacy skills and engagement with subject-specific content in classroom practice. The aim is to contribute knowledge about how enactment of reading strategies impacts classroom discussions about science texts. For 10 weeks, the researcher conducted observations and audio recordings of strategy-focused text discussions in Grade 4 physics and biology. The strategies employed were as follows: text knowledge, looking at text features and using prior knowledge. The analysis of the transcribed recordings and relevant parts of the textbook material was informed by Bernstein’s sociology of education and a social semiotic view of disciplinary literacy practices. The result shows that reading strategies were foregrounded in discussions about texts in ways which created and upheld boundaries to related content, activities and texts. Notably, the teacher and the students discussed single pages of science textbook material without considering how meaning conveyed by images and writing relates to other pages by, for example, bringing technical knowledge closer to everyday experience or by condensing meanings in a technical way. The study shows the potential of adhering to the information flow between given and new on textbook spreads to understand shifts between concrete and technical meaning.
摘要:本文关注的是课堂实践中一般读写能力与特定科目内容参与之间的关系。目的是提供关于阅读策略的制定如何影响科学文本课堂讨论的知识。在10周的时间里,研究人员对四年级物理和生物中以策略为中心的课文讨论进行了观察和录音。采用的策略有:文本知识、观察文本特征和使用先验知识。伯恩斯坦的教育社会学和学科扫盲实践的社会符号学观点为对抄录录音和教科书材料相关部分的分析提供了信息。结果表明,阅读策略在文本讨论中占有重要地位,它为相关内容、活动和文本创造并维护了边界。值得注意的是,老师和学生讨论了单页的科学教科书材料,而没有考虑图像和文字所传达的意义如何与其他页面相关联,例如,通过使技术知识更接近日常经验或通过以技术方式浓缩意义。该研究表明,坚持教科书传播中新旧信息之间的流动,可以理解具体意义和技术意义之间的变化。
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引用次数: 4
Pre-service language teachers’ resistance to teacher trainer advice on task design for video-mediated L2 interaction 职前语言教师对教师培训师关于视频中介二语互动任务设计建议的抵制
IF 1.4 Pub Date : 2022-02-09 DOI: 10.1080/19463014.2021.2020144
Fatma Badem-Korkmaz, Semih Ekin, Ufuk Balaman
ABSTRACT In pre-service language teacher education contexts, it is challenging to provide hands-on training on task design for technology-mediated settings. This study presents insights from language teacher education activities that aim to tackle this challenge with a multi-step approach consisting of (1) pre-service teachers’ collaborative task design conversations in groups, (2) whole-class feedback sessions, (3) implementation of the tasks by actual L2 learners via video-mediated interaction, and (4) pre-service teachers’ reflective practices based on the recordings of video-mediated task implementations. We present two cases across these multi-step activities by closely examining the teacher training classroom interactions using Conversation Analysis and also by drawing on the written task design sheets and reflections on video-mediated interactions. More specifically, we document the central role that pre-service teachers’ resistance to teacher trainer advice plays in displaying and defending their knowledge about the technological and pedagogical aspects of their task design. We conclude that resistance practices create multiple teacher learning opportunities and maximise space for pre-service teachers’ displays of knowledge about task design for video-mediated L2 interactions.
在职前语言教师教育背景下,为技术介导的环境提供任务设计的实践培训是具有挑战性的。本研究提出了语言教师教育活动的见解,旨在通过多步骤方法解决这一挑战,该方法包括:(1)职前教师小组合作任务设计对话,(2)全班反馈会议,(3)实际的第二语言学习者通过视频媒介互动执行任务,以及(4)职前教师基于视频媒介任务执行记录的反思实践。我们通过使用对话分析仔细检查教师培训课堂互动,并借鉴书面任务设计表和对视频媒介互动的反思,在这些多步骤活动中提出了两个案例。更具体地说,我们记录了职前教师对教师培训师建议的抵制在展示和捍卫他们对任务设计的技术和教学方面的知识方面所起的核心作用。我们的结论是,抵抗实践为教师创造了多种学习机会,并最大限度地为职前教师展示关于视频介导的第二语言互动任务设计的知识提供了空间。
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引用次数: 6
Multimodal Participation and Engagement. Social Interaction in the Classroom 多模式参与和参与。课堂上的社会互动
IF 1.4 Pub Date : 2022-02-09 DOI: 10.1080/19463014.2022.2032780
Carmen Konzett-Firth
This book provides an in-depth, systematic investigation of student participation in the classroom. It studies the phenomenon from several different angles, taking into account students’ displayed identities, their willingness – or not – to take part in the joint construction of the class, the norms and expectations teachers and learners in classrooms orient to, and the ways in which these are reflexively and jointly brought about. The methodology to investigate these phenomena is Conversation Analysis – a highly appropriate choice considering that participation in classrooms is intricately linked with social interaction. The author’s point of departure is a very central student problem, namely that there might be ‘misalignment’ between what teachers understand by ‘participation’ and what students take it to mean. In her analysis, however, Jacknick moves away from the lay category of ‘participation’ as it is used in pedagogical contexts as a common (albeit, scarcely defined) criterion for evaluation and presents a complex model of multimodal participation and engagement based exclusively on her empirical data. She analyses teaching and being taught as processes that are enacted and co-constructed in classroom interaction. Her aim is to further our understanding of how student participation in classrooms works through a detailed examination of its multimodal complexity. The book starts with one of the most enjoyable introductions to an academic book I have read for a long time. To my great surprise, I suddenly found myself in the middle of a Harry Potter movie! The author very entertainingly analyses an extract of one of the films, complete with close-ups of the film’s characters. She uses this analysis to show how misalignments between teacher expectations and student perspectives in terms of participation lead to categorisations of students as ‘good’ or ‘bad’ within the first few moments of a class.
这本书对学生在课堂上的参与进行了深入、系统的调查。它从几个不同的角度对这一现象进行了研究,包括学生所表现出的身份,他们是否愿意参与课堂的共同建设,课堂上教师和学习者所适应的规范和期望,以及这些规范和期望是如何反射性地共同产生的。研究这些现象的方法是对话分析——考虑到课堂参与与社会互动有着复杂的联系,这是一个非常合适的选择。作者的出发点是一个非常核心的学生问题,即教师对“参与”的理解与学生对“参与”的理解之间可能存在“错位”。然而,在她的分析中,Jacknick脱离了“参与”的外行范畴,因为它在教学环境中被用作一种常见的(尽管几乎没有定义)评估标准,并基于她的经验数据提出了一个复杂的多模式参与和参与模型。她分析了教学和被教作为在课堂互动中制定和共同构建的过程。她的目的是通过对多模态复杂性的详细研究,进一步了解学生参与课堂的方式。这本书的开头是我很长时间以来读过的一本学术书籍中最令人愉快的介绍之一。令我非常惊讶的是,我突然发现自己正在看哈利波特电影!作者非常有趣地分析了其中一部电影的节选,并配上了电影人物的特写。她利用这一分析表明,在参与方面,教师的期望和学生的观点之间的不一致是如何导致学生在上课的最初几分钟内被划分为“好”或“坏”。
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引用次数: 1
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Classroom Discourse
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