Teaching Language Learners to Elaborate on Their Responses: A Structured, Genre-Based Approach

Autor/in	Pryde, Michael
Titel	Teaching Language Learners to Elaborate on Their Responses: A Structured, Genre-Based Approach
Quelle	In: Foreign Language Annals, 48 (2015) 2, S.168-183 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12135
Schlagwörter	English (Second Language); Study Abroad; Teaching Methods; Dialogs (Language); English Language Learners; Standard Spoken Usage; Interpersonal Communication; Communication Skills; Metalinguistics; Self Esteem; Intercultural Communication; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Studies abroad; Auslandsstudium; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Gesprochene Sprache; Umgangssprache; Interpersonale Kommunikation; Kommunikationsstil; Metalanguage; Metasprache; Self-esteem; Selbstaufmerksamkeit; Interkulturelle Kommunikation; Ausland
Abstract	Due to Japanese students' poor record of conversational ability in English in homestay contexts (Pryde, 2014), classroom English language curriculum decisions were reinvestigated in order to better prepare students to participate in study abroad experiences. A genre-based approach was used to teach and reinforce a conversational structure designed to extend students' second move in the initiation, response, follow-up (IRF) triadic dialogue. This study discusses how a genre-based approach can teach language learners to make the most of their role in an IRF-based conversational framework and specifically investigated the use of an educational tool, termed "quadratic structure," to improve students' conversational skills, metalinguistic awareness, confidence, and willingness to communicate in the target language. Pedagogical implications for both course design and study abroad are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01