Communicative Discourse in Second Language Classrooms: From Building Skills to Becoming Skillful

Autor/in	Suleiman, Mahmoud
Titel	Communicative Discourse in Second Language Classrooms: From Building Skills to Becoming Skillful
Quelle	(2013), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Learning; Speech Acts; English (Second Language); Classroom Communication; Academic Achievement; Literacy; Second Language Instruction; Teaching Methods; Language Acquisition; Native Language; Constructivism (Learning); Multiple Intelligences; Linguistic Theory; Communicative Competence (Languages); Language Aptitude; Cognitive Development + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Sprechakt; English as second language; English; Second Language; Englisch als Zweitsprache; Klassengespräch; Schulleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachaneignung; Spracherwerb; Intelligenz (Psy); Linguistische Theorie; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Sprachbegabung; Spracheignung; Kognitive Entwicklung
Abstract	The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners (ELLs). Using interactive approaches in second language classrooms is very critical in helping ELLs in not only in building necessary skills, but more importantly becoming skillful in undertaking academic and literacy tasks. In addition, key contextual demands and conditions for effective discourse in the classroom should be created. This paper examines the anatomy of the speech event and draws pedagogical implications that will assist teachers in making necessary adaptations for ELLs. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10