Methodology in the Analysis of Classroom Discourse

Rampton, Ben; Roberts, Celia; Leung, Constant; Harris, Roxy

doi:10.1093/applin/23.3.373

Cited by 65 publications

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“…Para ello la investigación se llevó a cabo en el marco de los estudios etnográfi-cos (Chaudron, 2000;Rampton, Roberts, Leung & Harris, 2002), cuya base metodológica cualitativa queda reflejada en el proceso de recolección de datos y su posterior análisis.…”

Section: El Estudiounclassified

Modelos temporales aplicados a la enseñanza del pretérito y copretérito: un estudio centrado en el discurso del aula

Soulé

2017

ELA

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ResumenEste trabajo examina cómo se trasladan al aula de español como segunda lengua (L2) los diferentes modelos temporales que dan cuenta de las funciones del pretérito y copretérito, cuáles son las principales teorías sobre la adquisición de la temporalidad que subyacen a la didáctica de estos dos tiempos y qué consecuencias tiene este procedimiento para el aprendizaje. Para ilustrar este proceso se presenta un corpus conformado por la observación de clases de los niveles A2, B1 y B1+ del Marco común europeo de referencia para las lenguas. El análisis de los resultados revela la existencia de una superposición de categorías verbales aplicadas a la enseñanza del pretérito y copreté-rito que no parecen favorecer la asimilación de su funcionamiento ya que aun en los niveles más avanzados los aprendientes continúan manifestando incertidumbre ante los modelos explicativos que se les presenta.Palabras clave: investigación en el aula; categorías verbales; enseñanza del español L2; pretérito; copretérito

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Section: El Estudiounclassified

Modelos temporales aplicados a la enseñanza del pretérito y copretérito: un estudio centrado en el discurso del aula

Soulé

2017

ELA

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“…In general, the phenomenon of classroom interaction has been studied from a number of perspectives (not only dialogist ones), including quantitative observation methods, (micro)ethnographic research, linguistic approaches and conversation analysis (Mercer, 2010;Mitchell, 2009;Rampton, Roberts, Leung, & Harris, 2002; for reviews of Czech educational research on classroom interaction, see Mareš, 2009;Tůma, 2014aTůma, , 2014b.…”

Section: Researching Classroom Interaction: Conversation Analysismentioning

confidence: 99%

“What is the date today?”: A dialogist perspective on expert EFL teachers’ classroom interaction

Tůma

2015

Journal of Language and Cultural Education

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This article presents a micro-analysis of an EFL classroom episode in which the teacher and the pupils worked on the concepts "date" and "day" (and relatedly saying the date in English), which the learners had not fully internalized yet. Conversation analysis (CA) and concepts from sociocultural theory (SCT) are used in the analysis to reveal how the mutual understanding proceeded. It is argued that the presented dialogist perspective can cast light on the intricacies of the teaching and learning processes.Keywords classroom interaction, dialogism, conversation analysis, English as a foreign language, learning, teaching IntroductionThe shared activity and mutual influencing among learners and teachers constitutes a fundamental part of the teaching and learning processes. In this paper I offer a dialogist perspective on one episode from a corpus of video-recordings of expert EFL teachers' classes. The selected episode exemplifies, among other things, the process of reaching mutual understanding between the teacher and the pupils, and within this process, the role of display questions, pauses and non-verbal signals is discussed. This paper is structured as follows. First, I will briefly characterize dialogism as an epistemological and theoretical framework and conversation analysis (henceforth CA) as one of the possible approaches to researching classroom interaction in a dialogist manner. Then I outline the research on teacher questions in classroom interaction. In the following part I present a microanalysis of an episode from an expert English language teaching.

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“…In general, the phenomenon of classroom interaction has been studied from a number of perspectives (not only dialogist ones), including quantitative observation methods, ethnographic research, linguistic approaches, sociocultural theory and ethnomethodological conversation analysis (Mercer, 2010;Mitchell, 2009;Rampton et al, 2002). The development of these approaches has been addressed elsewhere (e.g.…”

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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Methodology in the Analysis of Classroom Discourse

Cited by 65 publications

References 0 publications

Modelos temporales aplicados a la enseñanza del pretérito y copretérito: un estudio centrado en el discurso del aula

Modelos temporales aplicados a la enseñanza del pretérito y copretérito: un estudio centrado en el discurso del aula

“What is the date today?”: A dialogist perspective on expert EFL teachers’ classroom interaction

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

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