Střídání kódů ve výuce angličtiny u učitelů-expertů pohledem konverzační analýzy

• Authors: František Tůma

Title variants

EN

Code-switching in expert-teachers’ EFL classrooms : A conversation analysis perspective

• Languages of publication: CS

Abstracts

EN

The present study addresses the phenomenon of code-switching in English as a foreign language (EFL) classrooms. Theoretically and methodologically, the study builds on Auer’s sequential approach to code-switching, which employs ethnomethodological conversation analysis and views instances of code-switching as potential contextualization cues. The aim of the presented analysis was to uncover how the teachers and pupils used code-switching as a contextualization cue in frontal teaching. The data comprised 13 video-recordings of EFL classes in grades 6–9 conducted in Czech schools. The participants were 13 expert teachers and their pupils (aged 11–15 years). The analysis shows that the participants used code-switching (1) to engage in asides, (2) to conduct repair work and (3) to check understanding and emphasize what was said. The outcomes reveal some aspects of expert performance in teaching English as a foreign language.

Keywords

CS

střídání kódů; konverzační analýza; sekvenční přístup; kontextualizační vodítka; interakce ve výuce; vyučování angličtiny jako cizího jazyka

EN

code-switching; sequential approach; conversation analysis; contextualization cues; classroom interaction; teaching English as a foreign language

Discipline

• PHILOLOGY_&_LINGUISTICS: PHILOLOGY & LINGUISTICS

• Publisher: Institute of the Czech Language, Czech Academy of Sciences
• Journal: Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
• Year: 2017
• Volume: 78
• Issue: 4
• Pages: 283-304
• Document type: ARTICLE

Contributors

author

František Tůma

• Slovo a slovesnost, redakce, Ústav pro jazyk český AV ČR, v.v.i., Letenská 4, 118 51 Praha 1, Czech Republic