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1
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Fluctuations in Learners’ Willingness to Communicate during Communicative Task Performance: Conditions and Tendencies

100%
Mystkowska-Wiertelak A., Pawlak M.
Research in Language
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2014
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vol. 12
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issue 3
245-260
EN
A person’s willingness to communicate (WTC), believed to stem from a combination of proximal and distal variables comprising psychological, linguistic, educational and communicative dimensions of language, appears to be a significant predictor of success in language learning. The ability to communicate is both a means and end of language education, since, on the one hand, being able to express the intended meanings in the target language is generally perceived as the main purpose of any language course and, on the other, linguistic development proceeds in the course of language use. However, MacIntyre (2007, p. 564) observes that some learners, despite extensive study, may never become successful L2 speakers. The inability or unwillingness to sustain contacts with more competent language users may influence the way learners are evaluated in various social contexts. Establishing social networks as a result of frequent communication with target language users is believed to foster linguistic development. WTC, initially considered a stable personality trait and then a result of context-dependent influences, has recently been viewed as a dynamic phenomenon changing its intensity within one communicative event (MacIntyre and Legatto, 2011; MacIntyre et al., 2011). The study whose results are reported here attempts to tap into factors that shape one’s willingness to speak during a communicative task. The measures employed to collect the data – selfratings and surveys – allow looking at the issue from a number of perspectives.
2
Publication available in full text mode
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Fluctuations in Learners’ Willingness to Communicate During Communicative Task Performance: Conditions and Tendencies

100%
Mystkowska-Wiertelak A., Pawlak M.
Research in Language
|
2014
|
vol. 12
|
issue 3
245-260
EN
A person’s willingness to communicate (WTC), believed to stem from a combination of proximal and distal variables comprising psychological, linguistic, educational and communicative dimensions of language, appears to be a significant predictor of success in language learning. The ability to communicate is both a means and end of language education, since, on the one hand, being able to express the intended meanings in the target language is generally perceived as the main purpose of any language course and, on the other, linguistic development proceeds in the course of language use. However, MacIntyre (2007, p. 564) observes that some learners, despite extensive study, may never become successful L2 speakers. The inability or unwillingness to sustain contacts with more competent language users may influence the way learners are evaluated in various social contexts. Establishing social networks as a result of frequent communication with target language users is believed to foster linguistic development. WTC, initially considered a stable personality trait and then a result of context-dependent influences, has recently been viewed as a dynamic phenomenon changing its intensity within one communicative event (MacIntyre and Legatto, 2011; MacIntyre et al., 2011). The study whose results are reported here attempts to tap into factors that shape one’s willingness to speak during a communicative task. The measures employed to collect the data - selfratings and surveys - allow looking at the issue from a number of perspectives.
3
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Dialogism and classroom interaction in English language teaching: A review of Czech research

100%
Tůma F.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 6
878-902
EN
The aim of the present study is to review Czech research on classroom interaction in English language teaching. We understand classroom interaction as mutual influencing among a teacher and learners while teaching and learning. We view classroom interaction from the perspective of dialogism, which we use as a theoretical and epistemological framework assuming interaction as a unit of analysis. This review analyzes 9 empirical studies published as journal articles, books, book chapters or Ph.D. dissertations in the years 2006–2014. These studies were critically analyzed in the light of dialogism. Important findings include the fact that a number of studies dealt with teacher talk, mainly teacher questions and the use of the target language and the mother tongue. We compare the areas with the situation abroad as reflected in selected reviews of international research, and outline gaps in Czech research. As regards research methodology (and also theoretical background), a number of studies did not take context into consideration when analyzing classroom. Furthermore, it seems that the activity of individuals (teachers, learners) was the unit of analysis in the majority of studies rather than the interaction itself. These findings seem to suggest that dialogism was not employed in the empirical research to a greater extent.
4
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Systematicity in Foreign Language Classroom Communication

100%
Bratož S., Žefran M.
The New Educational Review
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2018
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vol. 53
71-84
EN
The paper discusses the intrinsic potential offered by classroom interaction for language development. The first part examines several theoretical aspects and characteristics of classroom communication. The second part presents the results of a study which investigates different aspects of classroom interaction in foreign language teaching and the strategies used to encourage classroom communication in the target language. The study, which combines quantitative and qualitative research methods, is based on a survey of Slovene teachers teaching English in primary school. Results suggest that while the respondents are well aware of the benefits of using English in classroom communication, they generally use it in an arbitrary and unsystematic fashion. We would like to argue that we can contribute to the effectiveness of the teaching process by approaching classroom communication with a systematic and consistent format.
5
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Abduction in Teaching: Results of a Qualitative Research

100%
Sántha K., Gyeszli E.
The New Educational Review
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2022
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vol. 68
173-185
EN
The paper discovers the presence of abduction in teachers’ activities and emphasises the role of trichotomous systems (abduction, deduction, induction) in discovering human reality. The paper focuses on the presence of abduction in education sciences research, and its main goal is to detect abduction in teaching activities and classroom interaction. Abduction is a type of reasoning requiring philosophical, logical, and psychological background, distinct from induction and deduction, and it contributes to a viewpoint in social research that strives to make research in human reality easier to understand. The qualitative study involved explores the presence of abduction in teachers’ communication based on unstructured observation. The observation was carried out in a primary school. The objects of observation were the Geography, Art, and PE classes of the same teacher. The data of the class observation were recorded verbatim. The records were processed using an inductive, data-driven method after the classes. The reliability of the process was ensured by intracoding. The results of the observations reflect the presence of abduction in classroom interaction. The results showed that abduction appeared in the Geography, Art, and PE classes observed, and every class witnessed right and wrong abductive conclusions. The paper is relevant to anybody interested in the appearance of abduction in education sciences research and aims at completing the arsenal of tools available for analysing teachers’ activities.
6
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POGLĄDY POLSKICH NAUCZYCIELI NA UŻYCIE JĘZYKA PIERWSZEGO W ROZWIJANIU OBCOJĘZYCZNEJ KOMPETENCJI KOMUNIKACYJNEJ

89%
Róg T.
Neofilolog
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2014
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issue 43/2
153-167
EN
Although a dominating paradigm in foreign language teaching in the past decades has been to use foreign language as often as possible, voices are now being raised that there is a place for students’ mother tongue in a language classroom. As the present article shows, both the critics and the supporters of the monolingual principle put forward commonsensical arguments in support of their stands. These arguments are outlined in the first part of the present article together with a brief look at the history of foreign-language-only approaches in language teaching methodology. What follows is a report on a study conducted by the author among 20 teachers in Poland with the aim of finding out the extent of and reasons for using mother tongue. The study demonstrated that on average teacher talking time in 60% comprises foreign language. Students’ first language is primarily used for teaching grammar and translating vocabulary.
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Negocjowanie form i znaczeń podczas lekcji języka obcego - wyniki badań

89%
Pawlak M.
Neofilolog
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2012
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issue 38/1
77-90
EN
According to numerous theorists and researchers, negotiation of form and meaning plays a crucial role in second and foreign language acquisition, since it enhances the quality of the input to which learners are exposed, it promotes noticing gaps and holes in their target language knowledge, and it provides them with opportunities to modify their incorrect output. Such advantages have been posited, among others, by the Noticing Hypothesis (Schmidt, 1990), the Interaction Hypothesis (Long, 1996) and the Output Hypothesis (Swain, 1995), and they have corroborated by the latest findings of research seeking to determine the value of different focus-on-form options and in particular different ways of providing corrective feedback (Sheen i Ellis, 2011; Pawlak, 2012). It can thus be assumed that teachers should stimulate the use of negotiation, either by reacting in the right way to learners' problematic utterances, planning communicative tasks encouraging its use, or undertaking training in this area. In line with such reasoning, the aim of this paper is to report the results of a study which attempted to determine the incidence of negotiated interaction in pair and group work activities, and to appraise its value for language acquisition.
8
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Czy milczenie zawsze jest złotem? Percepcja ciszy i milczenia na zajęciach z praktycznej znajomości języka angielskiego

89%
Wiśniewska D.
Neofilolog
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2012
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issue 38/1
61-76
EN
Formal foreign language teaching involves verbal and non-verbal interactions among the participants of language classes. The nature of these interactions may play a decisive role in the success or failure in language learning. The research described in this paper attempted to gain insight into students' perceptions of silence occurring during classroom language learning, to identify its causes and effects, and to appraise its potential value for learners.
9

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

75%
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.
10
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In-service EFL Teachers’ Management of Participation during Teacher-fronted Whole-class Activities

63%
Ryška D.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2021
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vol. 12
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issue 2
76-99
EN
Within the sociolinguistic and interactional approaches to L2 acquisition, learner participation is considered a necessary prerequisite for language learning. However, recent studies (e.g. Walsh & Li, 2013) have demonstrated that simply letting learners talk is not enough, and that for any learning to emerge, a solid amount of interactional steering work must first be employed by the teacher. This conversation-analytic study focuses on in-service EFL teachers. Based on video recordings of nine lessons (387 minutes) taught by six such teachers, it explores both the resources that they use to manage the participation of multiple learners at once during teacher-fronted whole-class activities, and the ways in which the learners respond to them. The study shows that there is a large range of resources which these teachers mobilise to secure the participation of their learners: these include Yes/No questions in the third-turn position, increased wait time, designedly incomplete utterances, continuers such as “uh-um” or acknowledging learners’ turns in advance by referencing a past learning event. Furthermore, the deployment of these resources is often tied to the pedagogical goal of an activity. These findings bear some implications for future teacher education, particularly in relation to the development of their Classroom Interactional Competence (Walsh, 2006).
CS
Pohledem sociolingvistických a interakčních přístupů k osvojování druhého/cizího jazyka je aktivní účast žáka ve výuce nutným předpokladem učení. V posledních letech však studie (např. Walsh & Li, 2013) ukázaly, že pouze nechat žáka mluvit rozhodně nestačí a že ke zprostředkování učení je třeba, aby učitel do velké míry podobu interakce ovlivňoval. Tato konverzačněanalytická studie se zaměřuje na učitele angličtiny jako cizího jazyka, již se vzdělávají při zaměstnání. Vychází z videonahrávek devíti lekcí (387 minut) vedených šesti takovými učiteli a zkoumá jednak prostředky, které uplatňují během frontální výuky k zapojení několika žáků najednou, jednak reakce samotných žáků na jejich užití. Studie ukazuje, že tito učitelé mají k dispozici velké množství prostředků, jimiž mohou podpořit či zajistit aktivní účast svých žáků. Patří mezi ně zjišťovací otázky ve třetí replice sekvence, více času na odpověď, záměrně nedokončené repliky, kontinuátory (např. „uh-um“) či uznání žákovy odpovědi předem skrze odkázání na dřívější výukovou aktivitu. Použití těchto prostředků je navíc často vázáno na bezprostřední cíl probíhající aktivity. Na základě výsledků analýzy lze formulovat doporučení pro budoucí vzdělávání učitelů, zejména v souvislosti s rozvojem jejich interakční kompetence ve třídě (Walsh, 2006).
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K možnostem stylistického hodnocení jazykových prostředků v mluvených projevech učitelů základních škol

63%
Jindráček V.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
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2020
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vol. 81
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issue 1
31-64
EN
In the present study, the author seeks to explore features peculiar to spoken language in Czech schools. For this purpose, the system of stylistic classification of linguistic items proposed by J. Homoláč and K. Mrázková is used. This system is based on an understanding of the Czech language situation as consisting of two basic sets of communicative situations: (1) everyday communication and (2) the realization of higher communicative aims. Data for the present study comprised 31 audio-recordings of classes in grades 6–9 conducted in Czech schools: the participants were 4 teachers and their pupils (aged 11–15). This material was described using the following criteria: (1) everyday communication or institutional communication, (2) the position of the linguistic item on the axis of high, medium and low style, (3) expressiveness of the linguistic item, (4) typically Bohemian or Moravian use. The analysis shows that the stylistic classification of linguistic items in these spoken texts should reflect criteria derived from the description of communication situations rather than their link to structural varieties of Czech (Standard Czech or Common Czech).
12
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Střídání kódů ve výuce angličtiny u učitelů-expertů pohledem konverzační analýzy

51%
Tůma F.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
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2017
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vol. 78
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issue 4
283-304
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.
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