Shaping Learner Contributions in an EFL Classroom: Implications for L2 Classroom Interactional Competence

Autor/in	Can Daskin, Nilüfer
Titel	Shaping Learner Contributions in an EFL Classroom: Implications for L2 Classroom Interactional Competence
Quelle	In: Classroom Discourse, 6 (2015) 1, S.33-56 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2014.911699
Schlagwörter	Interaction; English (Second Language); Second Language Instruction; Video Technology; Audio Equipment; Interpersonal Communication; Content Analysis; Discourse Analysis; Foreign Countries; Competence; Qualitative Research; Case Studies; Language Teachers; Language Skills; Teaching Methods; Turkey + Suchen Sie Ihr Suchwort? Interaktion; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Audio-CD; Interpersonale Kommunikation; Inhaltsanalyse; Diskursanalyse; Ausland; Kompetenz; Qualitative Forschung; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	This study investigated the interactional patterns for shaping learner contributions in an EFL classroom with reference to Walsh's classroom interactional competence (CIC). In doing so, an EFL class at an English preparatory school in a Turkish state university was both videotaped and audiotaped in the course of six classroom hours. Conversation analytic methodology was adopted for the data analysis. The analysis revealed various interactional patterns in post-expansion sequences for shaping learner contributions both in the form-and-accuracy and meaning-and-fluency contexts. There was evidence in the data for repeating, translating, extending, clarifying, summarising, modelling and paraphrasing learner contributions. In addition, there were instances when the teacher used clarification requests and confirmation checks, asked elaboration questions and used the board to shape learner responses and, hence, to construct learning opportunities. As well as revealing parallel findings with those of Walsh's studies, differently from his findings, this study also uncovered that the teacher shapes learner contributions by translating them into L1/L2 and by using the board. It is also illustrated that the nature of these interactional features showed variation in different L2 classroom contexts. As a result, the findings have implications for teacher education which should encourage prospective teachers to improve their CIC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01