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Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence

100%
Cancino Avila M. O.
Studies in Second Language Learning and Teaching
|
2019
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vol. 9
|
issue 4
581-606
EN
The language choices that teachers make in the language classroom have been found to influence the opportunities for learning given to learners (Seedhouse, 2004; Walsh, 2012; Waring, 2009, 2011). The present study expands on research addressing learner-initiated contributions (Garton, 2012; Jacknick, 2011; Waring, Reddington, & Tadic, 2016; Yataganbaba & Yıldırım, 2016) by demonstrating that opportunities for participation and learning can be promoted when teachers allow learners to expand and finish their overlapped turns. Audio recordings of lessons portraying language classroom interaction from three teachers in an adult foreign language classroom (EFL) setting were analyzed and discussed through conversation analysis (CA) methodology. Findings suggest that when teachers are able to navigate overlapping talk in such a way that provides interactional space for learners to complete their contributions, they demonstrate classroom interactional competence (Sert, 2015; Walsh, 2006). The present study contributes to the literature by addressing interactional features that increase interactional space, and an approach to teacher and learner talk that highlights CA’s methodological advantages in capturing the interactional nuances of classroom discourse.
2
Content available remote

Discourse markers in non-native EFL teacher talk

100%
Vickov G., Jakupčević E.
Studies in Second Language Learning and Teaching
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2017
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vol. 7
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issue 4
649-671
EN
The present study aims to investigate the use of discourse markers (DMs) in non-native (Croatian) EFL teachers´ talk with primary and secondary school students. The study concentrates on the occurrences and frequencies of DMs, but it also provides an account of the function distribution of the three most frequently used DMs (ok, so, and). The quantitative and qualitative analyses of the recorded transcriptions reveal that the teachers use a variety of DMs, almost exclusively the ones typical of classroom management and classroom discourse organization, with no significant differences in the patterns of DM use with the primary and secondary school students. The DMs fulfill a number of structural and interpersonal functions mainly aimed at providing coherent and stimulating classroom discourse. The findings of this study might contribute to raising awareness of the diversified functions of DMs, which could facilitate non-native EFL teachers´ overall lesson organization and structuring of particular teaching segments.
3
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A Pedagogical Evaluation of Intra-Sentential Code-Switching Patterns in L2 Classroom Talk

75%
Majer J.
Research in Language
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2009
|
vol. 7
31-41
EN
The paper is concerned with teachers' and students' alternation between L1 and L2 within the same utterance, i.e. uses of intra-sentential code-switching which in classroom discourse tends to be less accepted by modern language pedagogy than its inter-sentential counterpart. The rationale for the study is the universal nature of the phenomenon known to occur in the first place in interactions among natural bilinguals and multilinguals. The data analysis sections of the article review eight different patterns which are evaluated pedagogically. It transpires that the category most likely to arouse methodological controversy is code-mixing.
4

/fɑɪs/, /fes/ or /feɪs/? Teachers’ phonetic accommodation of diphthongs in an L2 classroom setting

75%
Steinbrich P.
Roczniki Humanistyczne
|
2016
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vol. 64
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issue 11: Anglica
87-114
EN
The following paper aims to investigate whether, and if so to what extent, native speaker teachers resort to phonetic accommodation in the use of diphthongs in the classroom setting. In the course of analysis, seven native speaker teachers, each representing a different variety of British English, were recorded in two distinct contexts: classroom and natural. The recordings were used in acoustic analysis in order to gauge potential differences in F1 and F2 in each context. It was concluded that phonetic accommodation does occur in the classroom setting and the modifications of either individual segments or the whole glides can be observed, irrespective of the native accent of the user. It was found, however, that the speakers representing northern varieties of English accommodate more than those speaking with other accents. Another important observation resulting from the analysis was that some diphthongs are likely to undergo phonetic accommodation more than others. On the one end of the cline we observe the diphthong price, whereas the other end is occupied by the glides goat and cure. It is still unclear, however, whether the modifications occur consciously, thus representing a rather developed declarative knowledge of the users, or subconsciously, which would suggest an inner need to attempt to pronounce diphthongs in a standardized way.
PL
Niniejszy artykuł stawia sobie za cel zbadanie, czy i w jakim stopniu, nauczyciele native speakers stosują akomodację fonetyczną w odniesieniu do dyftongów w kontekście klasowym. W badaniu udział wzięło siedmiu nauczycieli reprezentujących różne akcenty brytyjskiej odmiany języka angielskiego. Nagrań, na podstawie których przeprowadzono analizę, dokonano w dwóch kontekstach—klasowym i naturalnym i poddano analizie akustycznej w celu zbadania potencjalnych różnic w F1 i F2 i obydwu kontekstach. Wyniki wskazują, że akomodacja fonetyczna występuje w kontekście klasowym oraz, że da się zaobserwować modyfikacje zarówno w przypadku pojedynczych segmentów jak i całych dyftongów, niezależnie od natywnego akcentu użytkownika. Zaobserwowano, że akomodacja występuje w większym stopniu u użytkowników posługujących się północnymi odmianami angielszczyzny. Kolejną istotną obserwacją było to, że niektóre dyftongi są bardziej podatne na akomodację. Na jednym końcu spektrum występuje dyftong reprezentujący kategorię leksykalną price, a na drugim kategorie goat i cure. Na podstawie badania, nie dało się jednoznacznie stwierdzić, czy modyfikacje następują w wyniku świadomych decyzji użytkownika, co mogłoby sugerować rozwiniętą wiedzę deklaratywną, czy też następują one nieświadomie, co z kolei może świadczyć o próbach wymawiania dyftongów w kontekście pedagogicznym w formie zbliżonej do standardu.
5
Publication available in full text mode
Content available

A Pedagogical Evaluation of Intra-Sentential Code-Switching Patterns in L2 Classroom Talk

75%
Majer J.
Research in Language
|
2009
|
vol. 7
31-41
EN
The paper is concerned with teachers’ and students’ alternation between L1 and L2 within the same utterance, i.e. uses of intra-sentential code-switching which in classroom discourse tends to be less accepted by modern language pedagogy than its inter-sentential counterpart. The rationale for the study is the universal nature of the phenomenon known to occur in the first place in interactions among natural bilinguals and multilinguals. The data analysis sections of the article review eight different patterns which are evaluated pedagogically. It transpires that the category most likely to arouse methodological controversy is code-mixing.  
6
Content available remote

Rzeczywistość wirtualna w nauczaniu języków obcych – nowy paradygmat komunikacji w dyskursie szkolnym?

63%
Kotuła K.
Homo Ludens
|
2017
|
issue 1(10)
111-132
PL
Artykuł ten porusza problem implementacji rzeczywistości wirtualnej w procesie glottodydaktycznym. W części pierwszej staramy się przybliżyć czytelnikom zjawisko gier komputerowych oraz światów wirtualnych typu Second Life. Koncentrujemy się przy tym zarówno na łączących je podobieństwach, jak i na dzielących je różnicach – sprawiających, że status użytkownika jednych i drugich jest odmienny. Następnie przechodzimy do analizy transkrypcji lekcji języka angielskiego i francuskiego przeprowadzonych w Second Life oraz z wykorzystaniem strategii ludycznych. Skupiamy się na problemie dyskursu klasowego i tego, w jaki sposób użycie nowoczesnych technologii pociąga za sobą głęboką przemianę tradycyjnie postrzeganych ról nauczyciela i ucznia.
EN
The paper focuses on the problem of using virtual reality in language learning and teaching. The first part is devoted to the discussion of two distinct phenomena: video games and virtual worlds. We try to pinpoint the characteristics they share as well as the differences between the two as far as the user status is concerned. Next, we analyse three different lessons conducted in virtual worlds and digital games environments. Focusing on the classroom discourse, we try to determine the extent to which students’ and teachers’ roles evolve in these new communicative contexts.
7
Publication available in full text mode
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Pragmatic competence of teachers: a contrastive case study of native and non-native teachers of English

51%
Szczepaniak-Kozak A., Wąsikiewicz-Firlej E.
Applied Linguistics Papers
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2018
|
issue 25/1
127-142
EN
The existing studies on pragmatic competence of English teachers, e.g., J. Majer and Ł. Salski (2004), E. Krawczyk-Neifar (2004), M. Savič (2016), A. Szczepaniak-Kozak and E. Wąsikiewicz-Firlej (in press), indicate that it is not varied and requires improvement in certain areas. These deficiencies might be interpreted as a result of not only the absence of pragmatic competence (PC) modules in teachertraining education but also a relatively low frequency of English teachers’ contact with native speakers (NS) of English (A. Szczepaniak-Kozak 2010). Nevertheless, we know very little what shape teacher PC takes, including the way it differs from that represented by NSs. Additionally, to the best of our knowledge, there are no studies based on data collected in naturalistic settings (lessons of English). Consequently, this paper attempts to fill in this gap in research by presenting the methodology and conduct of a case study, based on classroom observation of teachers’ pragmatic performance, to investigate whether there are differences in the PC represented by non-native teachers (NNTs) and native teachers (NTs) of English. The findings indicate that NTs do not hold the upper hand in this regard and that a demonstrable linguistic and pragmatic competence, along with appropriate professional training, are better indicators of diverse pragmatic input. On this basis, we propose that some degree of proficiency in pragmatics and its teaching should be a requirement for a certificate or diploma for future foreign language teachers.
8

Transgressions discursives : construction d’identités et de savoir-faire sociaux en classe de L2

51%
Piotrowski S.
Roczniki Humanistyczne
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2014
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vol. 62
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issue 10: Glottodydaktyka
139-151
PL
Komunikacja w warunkach formalnych jest typem specyficznego dyskursu instytucjonalnego, którego jedną z ważniejszych cech jest asymetryczny podział ról i miejsc interakcyjnych. Obserwacje mikrosekwencji komunikacyjnych w klasie języka obcego (JO) pokazują jednak, że interlokutorzy zajmujący hierarchicznie niższą pozycję (uczący się) podejmują próby zakwestionowania owego porządku poprzez wyjście poza strukturę IRE (initiation – reaction – evaluation). Na wybranych przykładach z zebranego in vivo w kilku polskich szkołach średnich korpusu lekcji JO (język francuski jako język obcy) pokazujemy owe zachowania komunikacyjne, które określamy tutaj mianem dyskursywnych transgresji, i analizujemy je pod kątem ich potencjalnego wpływu na proces akwizycji języka obcego
EN
Communication under formal conditions is a type of a peculiar institutional discourse; one of its most important features is an asymmetric division of roles and interactive places. However, observations of communication micro-sequences in a foreign language group show that interlocutors having a hierarchically lower position (learners) make attempts to question the order by going out of the IRE structure (initiation – reaction – evaluation). On examples selected from a corpus of foreign language classes collected in several Polish schools (French as a foreign language) communication behaviors are shown that are defined here as discursive transgressions, and we analyze them with respect to their possible effect on the process of a foreign language acquisition.
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