Aspects of Modern Language Teaching in Europe

Gewehr, Wolf

doi:10.4324/9780203025567

Cited by 2 publications

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“…The classroom context, under the CA methodology, is viewed as being dynamic, changing from one stage of a lesson to another according to the goals of the participants. It is also said that CA is able to capture the dynamic and complex interplay between the different levels of language interaction as conversational analysts believe that no detail of conversation can be neglected as unimportant (Seedhouse, 1997 quoted in Gewehr et al, 1998…”

Section: Methodsmentioning

confidence: 99%

Triadic Dialogue in EFL Classroom: Embedded Extensions

Pinkevičienė¹

2011

StALan

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Students learn languages through talking and there is a documented need for more student talk in the classroom. Through talk we learn not only structural components of a language but also the communicative application of it. Can standard classroom speaking strategies, embodied in typical predictable patterns, successfully serve these functions? And to which extent should those traditional patterns allow predictability and control in managing classroom interaction? In this paper the focus is driven towards the ways the classroom teacher can orchestrate and support a kind of classroom discourse that engenders more active student talk that leads to foreign language learning. A particular emphasis is put on the use of the Triadic Dialogue, known as IRF (initiation-response-follow-up) pattern, the value of which has been debated in writings on language education. It has attracted criticism for being ritualistic and restrictive, although recent research has pointed to the range of functions that may be fulfilled by the follow-up move. The paper examines the constituents and possible sub-genres of the three-part classroom exchange and aims to prove that a certain degree of freedom is possible within the constraints of the Triadic Dialogue. Drawing on recorded episodes of teacher-students interaction in adult EFL classroom, the paper will show that the three-part pattern allows spontaneous variations and extensions initiated both by teachers and students. The variety of forms that the basic IRF structure can take enriches the linguistic repertoire of choices in the co-constructed classroom reality.

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Section: Methodsmentioning

confidence: 99%

Triadic Dialogue in EFL Classroom: Embedded Extensions

Pinkevičienė¹

2011

StALan

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Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

Sa’d¹,

Rajabi²

2018

CEPSj

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Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145 intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary.

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Aspects of Modern Language Teaching in Europe

Cited by 2 publications

References 0 publications

Triadic Dialogue in EFL Classroom: Embedded Extensions

Triadic Dialogue in EFL Classroom: Embedded Extensions

Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

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