Social and Cognitive Factors in Making Teacher-Led Classroom Discourse Relevant for Second Language Development

Autor/in	Toth, Paul D.
Titel	Social and Cognitive Factors in Making Teacher-Led Classroom Discourse Relevant for Second Language Development
Quelle	In: Modern Language Journal, 95 (2011) 1, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/j.1540-4781.2010.01144.x
Schlagwörter	Feedback (Response); Cognitive Processes; Classroom Communication; Comparative Analysis; Spanish; Second Language Instruction; Introductory Courses; Problem Solving; Teaching Methods; Grammar; Qualitative Research; Second Language Learning + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Klassengespräch; Spanisch; Fremdsprachenunterricht; Einführungskurs; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Qualitative Forschung; Zweitsprachenerwerb
Abstract	This study compares descriptive quantitative and qualitative data from 2 beginning, university-level second-language (L2) Spanish classes to demonstrate the benefits of teacher-led discourse organized as collaborative, whole-class tasks. In class, the teacher solicited target L2 forms through conversational questions to individuals with recasted feedback. In the other, the teacher sought multiple responses to communicative prompts and had learners problem-solve target-structure accuracy collectively. Ten-minute transcribed segments from each class were analyzed for the following characteristics: (a) extended silent latencies (i.e., greater than 5 seconds); (b) the number and distribution of learner turns; (c) the number of unsolicited learner turns; and (d) assistance with L2 form-meaning relationships. The results showed not only fewer extended latencies in the second class but also a greater quantity and distribution of both solicited and unsolicited learner turns and more L2 assistance. Qualitative excerpts are discussed using Sperber and Wilson's (1995, 2002; Wilson & Sperber, 2004) relevance theory to identify the social and cognitive benefits of collaborative whole-class tasks. (Contains 2 figures, 2 tables, and 11 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10