Problematic directives in pedagogical interaction

Waring, Hansun Zhang; Hruska, Barbara L.

doi:10.1016/j.linged.2012.06.002

Cited by 21 publications

(9 citation statements)

References 31 publications

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“…ACKNOWLEDGMENTS I am grateful to Anne Feryok and two anonymous reviewers for their insightful comments on the drafts of this manuscript. NOTES 1 Combining CA with other approaches in a single study may present certain tensions arising from the incompatibility of the epistemological assumptions underlying each approach (although see Waring & Hruska, 2012). However, my ultimate analytical goal was to establish how the understanding gleaned from the multiple approaches could contribute to constructing the ecology of language learning in the classroom ( van Lier, 2000) and inform the kind of teacher education interventions needed to help teachers harness opportunities for students' language learning available in TLD.…”

Section: Discussionmentioning

confidence: 99%

The Role of Teachers’ Future Self Guides in Creating L2 Development Opportunities in Teacher‐Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition

Kubanyiova

2015

The Modern Language Journal

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Understanding the relationship between teachers' use of language in teacher-led discourse (TLD; Toth, 2008) and opportunities for L2 development is a well-established area of SLA research. This study examines one teacher's role in creating such opportunities in TLD in her EFL classes in a state secondary school by examining the inner resources that informed her interactional practices. The database comprises audiorecordings of TLD from eight lessons, pre-and post-observation interviews, ethnographic field notes from multiple school visits, and repeated ethnographic interviews with the teacher. The results from a close analysis of TLD and a grounded theory analysis of the ethnographic data show that the teacher's future self guides, conceptualized as language teachers' possible selves (Kubanyiova, 2009), had a critical influence on how she navigated classroom interaction and the L2 development opportunities that arose as a result. The findings offer new insights into the types of professional development opportunities needed to transform teachers' discourse. By bridging two domains of inquiry-SLA and language teacher cognition-in a single study, this article sets a new research agenda in applied linguistics and responds to calls for increasing its relevance to the real world (Bygate, 2005;Ortega, 2012a).Keywords: teacher-led discourse; L2 development opportunities; language teacher cognition; future self guides STUDYING THE RELATIONSHIP BETWEEN classroom interaction and opportunities for second/foreign language (L2) development constitutes one of the central activities of second language acquisition (SLA) research (

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Section: Discussionmentioning

confidence: 99%

The Role of Teachers’ Future Self Guides in Creating L2 Development Opportunities in Teacher‐Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition

Kubanyiova

2015

The Modern Language Journal

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“…Many studies have become increasingly interested in the realization of directives with commands and questions as an expression of thoughts, opinions, feelings, and attitudes in classroom contexts (Andriany, 2011;Dalton-Puffer, 2005;Sunardi et al, 2018;Waring & Hruska, 2012). These studies have proven that directives are integral to lecturers' pedagogical repertoire, and their efficacy crucial to optimizing learning outcomes.…”

Section: Previous Studiesmentioning

confidence: 99%

“…They can serve as referential, coherent, organizational instruments, and define the role of the lecturer towards students. The directive with commands and questions is also central to the pedagogical range of lecturers and their effectiveness is essential to the optimization of learning outcomes (Waring & Hruska, 2012). With regard to commands and questions, Halliday's (1985Halliday's ( , 1994 systemic functional linguistics (hereafter SFL) approach to interpersonal meaning is used to identify the English mood system during the interactions.…”

Section: Introductionmentioning

confidence: 99%

‘Let’s take a look...’: An Investigation of Directives as Negotiating Interpersonal Meaning in Engineering Lectures

Kuswoyo¹,

Sujatna²,

Indrayani³

et al. 2021

JSSH

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The role of directives with command and question speech functions in teaching and learning contexts has received increased attention across a number of disciplines in recent years. This current study was aimed at investigating the use and function of directives with command and question speech functions as a dimension of interpersonal realization in aerospace engineering lectures at Delft University of Technology, Netherlands. Focusing on the English mood system, this study applied Halliday’s (1985, 1994) and Eggins’s (1994) Systemic Functional Linguistics (SFL) approach. A qualitative content analysis was carried out in four selected content lessons. The data were collected through videotaped recordings as found at cosmolearning.org. The findings showed that engineering lecturers employed various types of directives. In terms of commands, the lecturers used imperative, declarative, and modulated interrogative moods. In addition, lecturers used interrogative and declarative moods to pose questions. The lecturers used commands to express their attitudes, to organize their messages, to check students’ understanding, and to signal the contents of the exams. Meanwhile, in terms of questions, they function to elicit students’ background knowledge, to check on students’ comprehension, and to handle classroom management issues. The findings of this study can be used by English for Academic Purposes (EAP) professionals, in particular, language lecturers preparing students for the English for Medium Instruction (EMI) study. Also, stakeholders should use the findings of this study as a tool to improve English for English Special Purposes (ESP) teaching and learning in the context of the engineering classroom.

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“…What teachers do to make students take a particular action are known as directives and instructions. It is found that teacher talk is devoted significantly to directives and giving instructions (He 2000;Waring & Hruska 2012).…”

Section: Efl Classrooms: Directives and Instructionsmentioning

confidence: 99%

Exploring EFL teachers’ use of written instructions and their subsequent verbal instructions for the same tasks

Wanphet

2016

NJES

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Instructions are what English as a Foreign Language (EFL) teachers use in order to draw students' attention to a task, engage them in the task, run classroom activities, and prompt them to provide a product for the purposes of assessment. The focus of this descriptive, naturalistic, and observational study is to explore how the teachers use written instructions and their subsequent spoken instructions given by the same EFL teachers for the same tasks. The data were gathered from two classroom teaching episodes of two EFL teachers to see how verbal instructions compliment written instructions. An analysis of the features of the EFL teachers' written instructions and their subsequent spoken instructions reveals that there are many different spoken instruction features used to enhance written instructions. These features result ultimately in the students understanding the task requirements. The findings can be useful for lesson preparation and for raising teachers' awareness that spoken instructions provide features which enhance students' understanding of the written instructions for a task.

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Problematic directives in pedagogical interaction

Cited by 21 publications

References 31 publications

The Role of Teachers’ Future Self Guides in Creating L2 Development Opportunities in Teacher‐Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition

The Role of Teachers’ Future Self Guides in Creating L2 Development Opportunities in Teacher‐Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition

‘Let’s take a look...’: An Investigation of Directives as Negotiating Interpersonal Meaning in Engineering Lectures

Exploring EFL teachers’ use of written instructions and their subsequent verbal instructions for the same tasks

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