ERIC Number: ED399809
Record Type: Non-Journal
Publication Date: 1995
Reference Count: N/A
Sinclair & Coulthard Revisited: Global- and Local-Allocational Turn-Taking Mechanisms in the Language Classroom.
Greyling, Willfred J.
A study examined global- and local-allocational preselection mechanisms for turn-taking in the language classroom, using two corpuses of classroom discourse illustrating both accuracy- and fluency-based modes of language teaching. It was found that teacher-directed accuracy work yielded Initiation-Response-Feedback patterns governed by local-allocational projection mechanisms for turn-taking, while the fluency-based work was characterized by global-allocational preselection mechanisms for turn-taking, which allow learners to produce multiple-utterance responses. The two corpuses of data display typical discourse features that are related to restricting or facilitating learner initiative, single-utterance versus multiple-utterance learner response, and form versus content feedback. It is shown that these typical discourse features may be used as evidence to confirm or invalidate teacher claims about their modes of language teaching. It is suggested that teachers who are aware of theses features may generate and test specific predictions about their interactions with learners. A set of if-then predictions is generated for each corpus. Data excerpts are appended. Contains 27 references. (Author/MSE)
Descriptors: Behavior Patterns, Classroom Communication, Discourse Analysis, Foreign Countries, Group Dynamics, Interaction, Interpersonal Communication, Language Fluency, Language Patterns, Language Research, Linguistic Theory, Pragmatics, Second Language Instruction, Second Language Learning, Second Languages, Student Behavior, Teacher Behavior, Teaching Styles
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A