Communicative Aspects of Definitions in Classroom Interaction: Learning to Define in Class for First and Second Language Learners

Autor/in	Temmerman, Martina
Titel	Communicative Aspects of Definitions in Classroom Interaction: Learning to Define in Class for First and Second Language Learners
Quelle	In: Linguistics and Education: An International Research Journal, 20 (2009) 2, S.126-144 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5898
DOI	10.1016/j.linged.2009.04.003
Schlagwörter	Second Languages; Definitions; Interaction; Language Acquisition; Second Language Learning; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Second language; Zweitsprache; Begriffsbestimmung; Interaktion; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This paper studies the interactive structure and the interactive meaning of definitions in primary school classroom interaction. The classes that were chosen are classes which consisted solely or for a large part of second language learners, as definitions might have a special importance for them in their second language acquisition. Three categories of definitions will be analyzed: teacher definitions, pupil definitions and jointly formulated definitions. It will be shown that teacher definitions have a very important communicative function. They help the pupils grasp the words and the worlds associated with them. Pupil definitions on the other hand--like most pupil utterances in classroom interaction--often have a completely different communicative function: their main goal is to express the pupil's knowledge. As far as the interactive structure of the definitions is concerned, there appears to be a huge difference between teacher definitions and pupil definitions. Teacher definitions resemble dictionary definitions most. A pupil definition on the other hand is mostly not a one-liner by one person. It often develops into a jointly formulated definition, which is a process of information exchange between teacher and pupil, in the course of which the definition is being built up gradually. (Contains 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10