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Showing 1 to 15 of 131 results Save | Export
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Tapio, Elina – Classroom Discourse, 2020
Through detailed multimodal analyses, this article shows how participants of an English language course create and manage sites of attention for achieving collaboration across multiple spaces. The ethnographic data for the study comes from an English language course 'Academic reading' offered for university students majoring in Finnish Sign…
Descriptors: Foreign Countries, Attention, Classroom Environment, Computer Mediated Communication
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Jadallah, May; Kang, Hyun-Sook; Hund, Alycia M.; Kirby, Elizabeth M. – Classroom Discourse, 2020
This study explored how fifth-grade teachers and their students use indexical expressions (i.e. verbal expressions to convey the degree of certainty or tentativeness) as being indicative of dialogism in whole-class discussions in four elementary classes. Half of the classes received instruction on geographic information system (GIS)-related topics…
Descriptors: Elementary School Teachers, Elementary School Students, Classroom Communication, Geographic Information Systems
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Dolce, Frank M.; van Compernolle, Rémi A. – Classroom Discourse, 2020
The focus of this article is on topic management and student initiation in the context of an advanced university-level Chinese-as-a-foreign-language class. Drawing on a corpus of 17.5 h of video-recorded classroom interactions, we focus on the ways in which students initiate topic expansions, thereby disrupting the IRF structure of discourse and…
Descriptors: Discourse Analysis, Student Participation, College Students, Video Technology
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Warren, Amber N.; Paulus, Trena M. – Classroom Discourse, 2020
Few studies have investigated epistemic positioning in online postgraduate courses. Such courses in US contexts rely heavily on asynchronous online discussion forums. This study investigates how postgraduate students' patterned use of personal experience tellings functioned in the construction of their epistemic positioning (as 'expert' or…
Descriptors: Graduate Students, Epistemology, Computer Mediated Communication, Discourse Analysis
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Girgin, Ufuk; Brandt, Adam – Classroom Discourse, 2020
Studies on Second Language (L2) classroom interaction have placed a great deal of emphasis on the value of teacher third-turn feedback practices. However, the roles that seemingly minor aspects of interaction like minimal response tokens (e.g. 'Mm', 'Mm hm', 'Uh huh', 'Okay', 'Yeah') play as a feature of these practices have not been investigated…
Descriptors: Second Language Instruction, Interaction, Classroom Communication, Feedback (Response)
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Wallace, Catherine – Classroom Discourse, 2020
Classroom discourse is an interdisciplinary area of study that contributes to multiple domains of knowledge, including pedagogy, teacher training, second language acquisition, and communities of practice, to name a few. As classroom discourse continues to grow and evolve, so too have the approaches used by scholars to investigate the discourse in…
Descriptors: Discourse Analysis, Teaching Methods, Second Language Learning, Classroom Communication
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Weninger, Csilla – Classroom Discourse, 2020
This paper examines classroom discourse from English lessons that implemented a critical literacy unit focused on a contextualised social issue. Utilising the theoretical notion of frame, the analysis of classroom excerpts highlights how ideologies about English teaching and learning at times enter the discourse of the classes, not only overtly…
Descriptors: Classroom Communication, Discourse Analysis, English (Second Language), Second Language Learning
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Chun, Christian W. – Classroom Discourse, 2020
Aside from mentioning possible issues of hidden identities and curriculum development relating to anorexia, little research has been done exploring how discourses of eating disorders and images of the body have been mediated by teachers and learners in the English for Academic Purposes (EAP) classroom. Drawing upon an ethnographic EAP classroom…
Descriptors: English for Academic Purposes, Curriculum Development, Eating Disorders, Discourse Analysis
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Bori, Pau – Classroom Discourse, 2020
The purpose of this paper is to contribute to the growing body of literature critically analysing the relation between neoliberalism and the global English Language Teaching (ELT) textbook with a new perspective. In this study, neoliberalism is regarded not only as an economic policy paradigm, but especially in a Foucauldian way, as a form of…
Descriptors: Neoliberalism, English (Second Language), Second Language Learning, Second Language Instruction
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Soto, Carlos – Classroom Discourse, 2020
This article presents classroom discourse analysis as a tool for critical teacher education. It argues that such analysis can raise awareness of how teachers live out their ethical commitments in classroom-level interactions, but needs to be carefully situated. Drawing on the author's research conducted while teaching junior secondary students in…
Descriptors: Ethics, Teaching Methods, Discourse Analysis, Secondary School Students
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Donaghue, Helen – Classroom Discourse, 2020
This article focuses on the use of display questions to construct positive identities in post observation feedback talk between in-service English language teachers and a supervisor. Using a linguistic ethnographic framework, microanalysis of dyadic feedback interaction is supplemented with ethnographic data gathered from participant perspective…
Descriptors: Feedback (Response), Language Teachers, Second Language Learning, Second Language Instruction
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Hoi Yee Lo, Carol – Classroom Discourse, 2020
Drawing on videotaped recordings from an Adult ESL class, this conversation-analytic paper examines how an experienced teacher responds to learner-initiated tellings of personal experiences while addressing the institutional goals of the language classroom. Specifically, I show three practices which enable the teacher to address institutional…
Descriptors: Adult Education, Video Technology, Second Language Learning, Second Language Instruction
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Konzett-Firth, Carmen – Classroom Discourse, 2020
This paper shows how a language teacher and her students observably recalibrate their interactional behaviour over time. With respect to the students, this recalibration can be interpreted as increased L2 interactional competence. The participants' turn designs indicate that they are contingent upon: 1) the local interactional context; 2) the…
Descriptors: Teacher Student Relationship, Second Language Learning, Second Language Instruction, French
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Moro, Luciana; Mortimer, Eduardo F.; Tiberghien, Andrée – Classroom Discourse, 2020
The aim of this study is to better understand how teachers use various embodied semiotic modes -- speech, gestures, gaze, and proxemics -- when they present scientific content to the entire class. To analyse the multimodal practices of these teachers, we integrated the social semiotic theory of multimodality and the joint action theory in…
Descriptors: Case Studies, Classroom Communication, Teaching Methods, Nonverbal Communication
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Aslan, Erhan – Classroom Discourse, 2020
Even though small talk has been investigated in a variety of business contexts and service encounters, it is understudied in instructional settings. This paper explores the occurrence of small talk in a university chemistry lab between a Chinese international teaching assistant (ITA) and American students. Drawing on naturally occurring…
Descriptors: Undergraduate Students, Chemistry, Science Laboratories, Interpersonal Communication
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