10. Teacher-Student Interaction and Language Learning

Hall, Joan Kelly; Walsh, Meghan

doi:10.1017/s0267190502000107

Cited by 174 publications

(114 citation statements)

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“…The recent history of responses to the IRF pattern reveals a growing interest in the ways in which this pervasive structure might be harnessed to positive effect in the language classroom by exploiting the possibilities of the third part of the sequence, a position that represents a considerable advance on the original response to its presence, which focussed on the first part (for a useful overview of recent research in this area, see Hall and Walsh 2002). This earlier approach trusted to the transformative power of open and ‗genuine' questions, as opposed to those which were closed and for display purposes only, but an examination of such avowedly ‗communicative' classroom interaction by Nunan (1987) revealed that it did nothing to change the inhibiting realities of teacher-controlled interaction.…”

Section: New Ways With the Irf Patternmentioning

confidence: 99%

‘Being the Teacher’: Identity and Classroom Conversation

Richards¹

2006

Applied Linguistics

191

117

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Recent debate on the standard classroom Initiation-Response-Follow up pattern has focused particular attention on the final move and the contribution it can make to productive interaction in teacher-fronted situations. This paper suggests that current research in this area has tended to exaggerate the pedagogic impact of changes based on specifiable discourse moves, proposing instead an approach to analysis which takes account of the dynamic nature of identity construction and its relationship to the development of ongoing talk. It challenges the view that the concept of classroom conversation is inherently contradictory and, drawing on the work of Zimmerman (1998) related to the broader field of Membership Categorization Analysis, demonstrates how shifts in the orientation to different aspects of identity produce distinctively different interactional patterns in teacher-fronted talk. Using Zimmerman's distinction between discourse, situated and transportable identities in talk, extracts from classroom exchanges from different educational contexts are analysed as the basis for claiming that conversation involving teacher and students in the classroom is indeed possible. The paper concludes with a discussion of the pedagogical implications of this.

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Section: New Ways With the Irf Patternmentioning

confidence: 99%

‘Being the Teacher’: Identity and Classroom Conversation

Richards¹

2006

Applied Linguistics

191

117

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“…786-788;Hall & Walsh, 2002;Thoms, 2012, pp. 511-513; for reviews of more dialogist treatment of IRF).…”

Section: Discussion Of Indingsmentioning

confidence: 99%

“…Chaudron, 1988;Ellis, 2008, pp. 775-835;Hall & Walsh, 2002;Nunan, 1991Nunan, , 2005Thoms, 2012), in all of which theoretical and methodological plurality of research is re lected.…”

Section: Research On Classroom Interactionmentioning

confidence: 99%

Dialogism and classroom interaction in English language teaching: A review of Czech research

Tůma¹

2014

PedOr

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Abstract:The aim of the present study is to review Czech research on classroom interaction in English language teaching. We understand classroom interaction as mutual in luencing among a teacher and learners while teaching and learning. We view classroom interaction from the perspective of dialogism, which we use as a theoretical and epistemological framework assuming interaction as a unit of analysis. This review analyzes 9 empirical studies published as journal articles, books, book chapters or Ph.D. dissertations in the years 2006-2014. These studies were critically analyzed in the light of dialogism. Important indings include the fact that a number of studies dealt with teacher talk, mainly teacher questions and the use of the target language and the mother tongue. We compare the areas with the situation abroad as re lected in selected reviews of international research, and outline gaps in Czech research. As regards research methodology (and also theoretical background), a number of stu dies did not take context into consideration when analyzing classroom. Furthermore, it seems that the activity of individuals (teachers, learners) was the unit of analysis in the majority of studies rather than the interaction itself. These indings seem to suggest that dialogism was not employed in the empirical research to a greater extent.

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“…All the excerpts above demonstrate that through interaction with each other, teachers and students constructed a common body of knowledge (Hall & Walsh, 2002). Clearly, as the interactions take place within instructional contexts, they are elicited by teachers (Ralston, 2004).…”

Section: Teachers-students Interactionmentioning

confidence: 99%

Interactions in Non-English Major Large Classes in Vietnam

Thuong¹,

Huong²

2017

IJEL

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This study examines interactions in non-English major large classes in Vietnam. Audio recordings of classes of economics and business were used for data analysis. The study adopted sociocultural discourse analysis (Mercer, 2004) which focuses on the use of language as a social mode of thinking and a tool for teaching-and-learning, constructing knowledge, creating joint understanding and tackling problems collaboratively. The findings show that teachers mediated learners with their prompts, questions and scaffolding. Interactions between teachers and students assisted students in understanding and building concepts related to their majors, learning English language expressions and vocabulary.

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10. Teacher-Student Interaction and Language Learning

Cited by 174 publications

References 0 publications

‘Being the Teacher’: Identity and Classroom Conversation

‘Being the Teacher’: Identity and Classroom Conversation

Dialogism and classroom interaction in English language teaching: A review of Czech research

Interactions in Non-English Major Large Classes in Vietnam

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