A Study of Discourse in Relation to Language Learning in English Classes Co-Taught by Native English-Speaking Teachers and Local Teachers in Taiwan

Autor/in	Luo, Wen-Hsing
Titel	A Study of Discourse in Relation to Language Learning in English Classes Co-Taught by Native English-Speaking Teachers and Local Teachers in Taiwan
Quelle	In: English Language Teaching, 6 (2013) 7, S.96-109 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Linguistic Theory; Discourse Analysis; Sociocultural Patterns; Theory of Mind; Second Language Instruction; Native Speakers; Foreign Countries; Language Teachers; Models; Drills (Practice); Teaching Methods; Language Usage; Elementary School Teachers; Team Teaching; Case Studies; Classroom Communication; Elementary School Students; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Linguistische Theorie; Diskursanalyse; Soziokulturelle Theorie; Fremdsprachenunterricht; Muttersprachler; Ausland; Language teacher; Sprachunterricht; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teamteaching; Case study; Fallstudie; Case Study; Klassengespräch
Abstract	This study attempts to explore the nature and the potential of various discourse structures and linguistic functions that may facilitate students' learning in English classes co-taught by a native English-speaking teacher (NEST) and a local English teacher in Taiwanese elementary schools. Considering the nature of the study, the author employed a case-study approach to investigate the classroom discourse. In the study, data were analyzed based on a theoretical framework combining discourse analysis schemes, systemic functional theory of language, sociocultural theory of mind and activity theory. The study reveals that repetition drills were commonly used in the classrooms in spite of the difference in the learners' levels, and the Initiating-Responding model was the dominant feature of the classroom discourse structure. The target language, i.e., English, was used by the teachers for demanding information or action, while by the students it was used for repeating and imitating. In light of the findings, the author makes suggestions on co-taught English classes of this kind, for instance, the necessity of creating interactional context for language use, encouraging individual responses from students, and using alternative discourse strategies. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01