Literaturnachweis - Detailanzeige
| Autor/in | Sert, Olcay |
|---|---|
| Titel | Creating opportunities for L2 learning in a prediction activity. |
| Quelle | In: System : an international journal of educational technology and applied linguistics, (2017) 70, S. 14-25 |
| Beigaben | Anhang |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0346-251X |
| Schlagwörter | Empirische Forschung; Interaktion; Konversation; Fremdsprachenunterricht; Englischunterricht; Analyse; Türkei |
| Abstract | In addressing teacher talk and its role in providing opportunities for learning in L2 classrooms, a growing number of studies have investigated different ways teachers manage learner initiatives and demonstrate L2 Classroom Interactional Competence. However, despite their commonness in L2 classrooms, an investigation into pre-listening/watching activities (e.g. prediction activities) is scarce in terms of how learning opportunities are created. Based on a corpus of fourteen 45-min EFL classes videotaped at a secondary school in Turkey, the current paper explores the ways student engagement is enhanced and learning opportunities are enacted in pre-watching activities in meaning and fluency contexts. Drawing on the analyses of detailed transcriptions of such activities and utilizing the micro-analytic lens of multimodal conversation analysis, it is revealed that the teacher creates opportunities for language learning by successfully managing learner initiatives and emergent knowledge gaps; evidenced through the appropriate use of resources like embedded correction, embodied repair, and embodied explanations. Evidence for potential language learning will be shown by tracking students' use of a phrase in meaningful communicative events. The findings have implications for research on L2 classroom interaction, teacher talk, and instructed language learning. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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