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ERIC Number: EJ928354
Record Type: Journal
Publication Date: 2011
Pages: 25
Abstractor: As Provided
Reference Count: 86
ISBN: N/A
ISSN: ISSN-0026-7902
Social and Cognitive Factors in Making Teacher-Led Classroom Discourse Relevant for Second Language Development
Toth, Paul D.
Modern Language Journal, v95 n1 p1-25 Spr 2011
This study compares descriptive quantitative and qualitative data from 2 beginning, university-level second-language (L2) Spanish classes to demonstrate the benefits of teacher-led discourse organized as collaborative, whole-class tasks. In class, the teacher solicited target L2 forms through conversational questions to individuals with recasted feedback. In the other, the teacher sought multiple responses to communicative prompts and had learners problem-solve target-structure accuracy collectively. Ten-minute transcribed segments from each class were analyzed for the following characteristics: (a) extended silent latencies (i.e., greater than 5 seconds); (b) the number and distribution of learner turns; (c) the number of unsolicited learner turns; and (d) assistance with L2 form-meaning relationships. The results showed not only fewer extended latencies in the second class but also a greater quantity and distribution of both solicited and unsolicited learner turns and more L2 assistance. Qualitative excerpts are discussed using Sperber and Wilson's (1995, 2002; Wilson & Sperber, 2004) relevance theory to identify the social and cognitive benefits of collaborative whole-class tasks. (Contains 2 figures, 2 tables, and 11 notes.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A