Investigating Classroom Discourse

Discourse Patterns and Communicative Approaches for Teaching Nature of Science

“…En basit ve genel kullanımda söylem, kullanılan dil (language-in-use) olarak tanımlanmaktadır (Cazden, 2001;Kelly ve Crawford, 1997;Walsh, 2006). Ancak yapılan bu tanıma daha çok uygulamalı dilbilim araştırmalarında rastlanılmaktadır (Rymes, 2008).…”

“…Bu çalışmada diğer araştırmalardan farklı olarak sınıf içi öğretmen-öğrenci konuşmaları üzerine odaklandığından dolayı alandaki bu boşluğu dolduracağı düşünülmektedir. Çünkü öğretmenlerin sınıf içinde kullandıkları söylem ve iletişim yaklaşımları dersin niteliğine doğrudan etki eden faktörler içerisinde sayılmaktadır (Lemke, 1990;Seedhouse, 2004;Walsh, 2006). Bu araştırmanın kavramsal çerçevesini temelini Sinclair ve Coulthard (1975) tarafından geliştirilen sınıf içi söylem desenleri ve Mortimer ve Scott (2003) tarafından geliştirilen iletişim yaklaşımları oluşturmaktadır.…”

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

“…7;2013 which has specific pedagogical goals and interactional features determined mainly by 'a teacher's use of language' (Walsh, 2006b, p. 63). Four distinctive modes are identified (Walsh, 2006a(Walsh, , 2006b): (1) managerial mode, in which the focus is on the management of learning, e.g., setting up a task, summarizing and providing feedback; (2) materials mode, whose pedagogical goals center on materials being used, e.g., eliciting learner response concerning a specific piece of material; (3) skills and systems mode, in which pedagogical goals are to provide learners with practice in relation to a language system or sub-skill; and (4) classroom context mode, whose purpose is to enable learners to talk about their feelings, emotions, experience and attitudes. Walsh (2006b) emphasized that the aim of SETT is to provide a system which facilitates "the description of interactional features, especially of teacher language" in the L2 classroom context and to contribute to the knowledge on "the relationship between language use and second language acquisition" (p. 63).…”

“…Through understanding the discourse patterns of classroom interaction, teachers are able to adjust their discourse strategies in a lesson and to facilitate student learning in the classroom (Walsh, 2006a). In order to help teachers achieve a detailed understanding of classroom communication, Walsh (2006aWalsh ( , 2006b) proposed a descriptive framework, self-evaluation of teacher talk (SETT), for analyzing classroom interaction. In this framework, the term mode (cf.…”

Directions in Discourse Analysis: Theory & Method. Jalilifar A. R. (Eds.). Ahvaz, Iran: University of Ahvaz Press, 2014. 370 pp. ISBN 978-600-141-158-8

“…Many books in this field are limited to a specific framework of discourse analysis (Coulthard, 1992;Christie, 2002;Gee, 1999;Walsh, 2006) to name but a few. Introducing a specific theoretical framework and orientation has almost been a tradition in preparing such textbooks, while it seems that there is a need for publications which take into account the fast-growing field of discourse analysis, where discerning similarities and differences are becoming subtle.…”