Pragmatics of Content-Based Instruction: Teacher and Student Directives in Finnish and Austrian Classrooms

Autor/inn/en	Dalton-Puffer, Christiane; Nikula, Tarja
Titel	Pragmatics of Content-Based Instruction: Teacher and Student Directives in Finnish and Austrian Classrooms
Quelle	In: Applied Linguistics, 27 (2006) 2, S.241-267 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/aml007
Schlagwörter	Pragmatics; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Foreign Countries; Teaching Methods; Classroom Communication; Interpersonal Communication; Austria; Finland + Suchen Sie Ihr Suchwort? Pragmalinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Interpersonale Kommunikation; Österreich; Finnland
Abstract	Using a pragmatic framework, this paper examines how directives are performed by teachers and students in Finnish and Austrian CLIL classrooms, that is settings where a foreign language (in this case English) is used as the medium of instruction in non-language subjects such as history or chemistry. We explore how interpersonal aspects of communication get realized in the performance of directives, and the way contextual factors such as the object of directives (information/action) or the type of classroom register (instructional/regulative) affect speakers' directness choices. The findings show that both these contextual factors interact systematically with speakers' use of directives. For example, demands for information seem to be fully sanctioned by the educational context and are therefore normally performed directly by both teachers and students whereas demands for action require more interpersonal work, evidenced by the more indirect strategies used. Moreover, while there are student demands for information in both instructional and regulative register, students' right to perform directives for action seems to be restricted to regulative register. Our results show how the specific conditions of classroom discourse affect the language environment in CLIL classrooms and we argue this should be taken into account when formulating language goals for this educational approach. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10