Reconciling the cognitive and social approaches to describing teacher talk in second language classrooms: The contribution of systemic functional linguistics
Abstract:Teacher talk plays an important role in second-language classroom interaction. Studies are informed by multiple theories and yet could be classified under two general approaches, i.e., cognitive and social. The two approaches provide different but complementary perspectives on the role of teacher talk in interaction, with a focus on either learners' cognitive change or their social participation. A conversation between them is called for in the academic field to understand their interdependent relationship as … Show more
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