Two complementary modes of foreign language classroom interaction

Gil, Gloria

doi:10.1093/elt/56.3.273

Cited by 16 publications

(12 citation statements)

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“…According to Gil (2002), the instruction in the language classroom contains two modes-the pedagogic mode and the natural mode. The former refers to discourse with a pedagogical goal, focusing on form.…”

Section: Problems From the Perspective Of Authenticitymentioning

confidence: 99%

Problems in Chinese Teachers’ Instructional Discourse—From the Perspective of Authenticity

Xiao-xiao¹

2016

SUET

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In the English language classroom, authenticity is a basic discoursal feature of teachers' instructional discourse.Without authenticity, there will be a mismatch between what students learn in the classroom and what they use in real life. However, the notion of authenticity varies with the change between the natural mode and pedagogic mode in the classroom. Therefore, based on this assumption, retrieving and analyzing data from the corpus and classroom videos, the present paper identifies two categories of problems in Chinese teachers' instructional discourse. Sample extracts are discussed and predictions are made on how teachers' failure to produce authentic discourse may result in ineffective teaching and learning.

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Section: Problems From the Perspective Of Authenticitymentioning

confidence: 99%

Problems in Chinese Teachers’ Instructional Discourse—From the Perspective of Authenticity

Xiao-xiao¹

2016

SUET

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“…Nunan 1987; Thornbury 1996;van Lier 1988) assess the communicativeness of classroom discourse in comparison to real-world context. Their way of looking at classroom interaction consists with the philosophy behind communicative language teaching (CLT; Gil 2002). The communicative mode, however, fails to consider the complexity and dynamics of classroom discourse.…”

Section: Modes Of Classroom Discoursementioning

confidence: 99%

“…From a sociocultural perspective, classroom discourse is a variety of institutional discourse in which learning objectives are inseparable from conversational interactions (Markee and Kasper 2004;Seedhouse 1996;Walsh 2002). Gil (2002) considered EFL classroom interaction as being composed of two complementary modes: the pedagogic and the natural. The former refers to talk with a pedagogic goal (e.g.…”

Section: Modes Of Classroom Discoursementioning

confidence: 99%

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Classroom discourse in college English teaching of China: a pedagogic or natural mode?

Pei

2015

Journal of Multilingual and Multicultural Development

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The study reported in this article aims to capture the possible changes to the discursive mode of College English (CE) teaching in China by comparing teachers' questions, feedback, and teaching exchanges across two levels of quality courses constructed at different years. Based on transcribed data of 20 videos, it reveals that the general discursive mode of CE teaching was pedagogic; constraints such as sociocultural backgrounds, CE testing system, and factors related to teacher, student, and classroom may account for this mode. Meanwhile, significant differences were found regarding teachers' questioning behaviour and feedback as years elapsed and the course level rose, which may be caused by underlying teachers' beliefs. Implications for Chinese CE teachers and tertiary-level teachers in other Asian English-as-a-foreign-language classrooms are discussed, including the urgency for teachers in teacher-fronted classes to shift their discursive mode from pedagogic to natural to foster students' communicative competence, and suggestions for how to effectuate this shift provided.

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“…By means of social interactions "teachers and students work together to create the intellectual and practical activities that shape both the form and the content of the target language as well as the processes and outcomes of individual development" (Hall and Verplaetse 2000: 10). Gil (2002) treats foreign language classroom discourse as consisting of two complementary modes, the pedagogical mode and the natural one, with a considerable amount of mingling and overlapping between the two. In her view it is a collectively built dynamic discourse type that aims at providing means for fostering language development.…”

Section: Type Characteristicsmentioning

confidence: 99%

Approaches to describing and analyzing classroom communication

Aleksandrzak¹

2013

10.14746/gl

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ABSTRACT. The article discusses some selected approaches to classroom communication and addresses the problem of its authenticity. The complexity of the subject, together with the multiplicity of the models, interpretations and research methodologies used in the process of data collection and analysis contribute to the fact that classroom discourse is generally regarded as a problematic and demanding research area which requires a multi-dimensional approach and a well-grounded choice of analytic framework.

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Two complementary modes of foreign language classroom interaction

Cited by 16 publications

References 0 publications

Problems in Chinese Teachers’ Instructional Discourse—From the Perspective of Authenticity

Problems in Chinese Teachers’ Instructional Discourse—From the Perspective of Authenticity

Classroom discourse in college English teaching of China: a pedagogic or natural mode?

Approaches to describing and analyzing classroom communication

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