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“What is the date today?”: A dialogist perspective on expert EFL teachers’ classroom interaction

100%
Tůma F.
Journal of Language and Cultural Education
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2015
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vol. 3
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issue 3
52-60
EN
This article presents a micro-analysis of an EFL classroom episode in which the teacher and the pupils worked on the concepts “date” and “day” (and relatedly saying the date in English), which the learners had not fully internalized yet. Conversation analysis (CA) and concepts from sociocultural theory (SCT) are used in the analysis to reveal how the mutual understanding proceeded. It is argued that the presented dialogist perspective can cast light on the intricacies of the teaching and learning processes.
2
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Korpusová analýza jazykové přesnosti v písemném projevu studentů angličtiny jako cizího jazyka

100%
Tůma F.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2013
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vol. 23
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issue 1
92-111
EN
This study presents a part of results of a research project from the field of foreign language learning and teaching, in which an analysis of a learner corpus was carried out. The research project dealt with the developing of university EFL learners’ communicative competence in writing in a blended learning course. The article first briefly addresses issues related to the conceptualization of developing communicative competence and measuring learners’ progress in terms of accuracy. The sample comprised 18 learners in an EFL course at the CEFR (2002) A2 level, who participated in three discussion tasks conducted online, using asynchronous discussion forums. The discussions were built on social constructivist learning theories. The main research tool was a learner corpus compiled from the texts written by the students in two online discussions. The results showed that the learners’ overall level of communicative competence in writing increased. The outcomes of the corpus analysis in the field of language accuracy remain, in some respects, inconclusive. The results indicate that the learners’ accuracy was linked to the communicated content. The study shows one possibility of using learner corpora in research in foreign didactics and highlights some of their limitations.
3
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Trends in Foreign Language Didactics Research: a Thematic Analysis of PhD Dissertations from the Czech Republic and Abroad (2006–2012)

63%
Tůma F., Píšová M.
The New Educational Review
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2013
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vol. 34
125-137
EN
The aim of this study is to present the results of analyses of PhD dissertations defended abroad and in the Czech Republic in the years 2006–2012 in the field of foreign language didactics. Building on a body of previous work, methodological background for a meta-analysis of the topics of PhD dissertations defended in selected countries abroad as well as for an analysis of PhD dissertations defended in the Czech Republic is presented. The results are then discussed and compared. We conclude that the range of topics addressed in the Czech dissertations does not significantly differ from the state of art abroad, although some areas, such as language learners, seem to be under-researched in the Czech Republic.
4
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Expert Teachers’ Interactive Cognition: an Analysis of Stimulated Recall Interviews

51%
Tůma F., Píšová M., Najvar P., Janíková V.
The New Educational Review
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2014
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vol. 36
289-299
EN
The presented study focuses on the interactive cognition of expert teachers during their teaching. 16 foreign language teachers’ lessons were videotaped and the teachers were asked to reveal their interactive cognition through a stimulated recall interview. The verbal protocols were then analyzed in the light of argumentation analysis and the claims were subject to content analysis. The results showed that individual teachers varied greatly as regards their percentages of stimulated recall as well as other aspects of their interactive cognition, which supports the prototypical view of teacher expertise.
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