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Showing 1 to 15 of 117 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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Seedhouse, Paul – Classroom Discourse, 2019
Seedhouse (2004) suggested that L2 classroom interaction can be understood in terms of sub-varieties or L2 classroom contexts. These are the 'interfaces' between pedagogy and interaction in which a particular pedagogical focus combines with a particular organisation of the interaction. However, Conversation Analysis does not see such organisations…
Descriptors: Second Language Learning, Second Language Instruction, Classroom Communication, Teaching Methods
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Kampen Robinson, Christine; Liebscher, Grit – Classroom Discourse, 2019
Online exchanges among learners are an important form of communication in language learning contexts. This is due to the affordances this medium of communication creates for learning as well as the growing interest in internationalization of curricula. In fact, online communication can foster connections between people, including learners, across…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Computer Mediated Communication
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Aldrup, Marit – Classroom Discourse, 2019
This study is concerned with repair practices that a teacher and students employ to restore intersubjectivity when faced with interactional problems in a Content and Language Integrated Learning (CLIL) classroom. Adopting a conversation analytic (CA) approach, it examines the interactional treatment of students' verbal and embodied trouble…
Descriptors: Course Content, Second Language Learning, Second Language Instruction, Language of Instruction
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Geist, Barbara; Kupetz, Maxi; Glaser, Karen – Classroom Discourse, 2019
In primary-level German writing instruction, spelling discussions (German: "Rechtschreibgespräche") have become a well-established interactional method of teaching orthography, prompting the children to exchange their hypotheses about orthographic features of written words. Focusing on spellings of ambisyllabic consonants, this…
Descriptors: Elementary School Students, German, Spelling, Writing Instruction
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Huth, Thorsten; Betz, Emma; Taleghani-Nikazm, Carmen – Classroom Discourse, 2019
The goal of this paper is to enhance the quality of language teaching and improve language teacher training by making spoken interaction research accessible to practitioners. Research on teacher cognition has shown that basic beliefs and assumptions about language affect language teacher training programs and language teachers' priorities in the…
Descriptors: Language Teachers, Teacher Education Programs, Second Language Learning, Second Language Instruction
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Stoewer, Kirsten; Musk, Nigel – Classroom Discourse, 2019
This paper examines how unplanned vocabulary work arises out of students' talk. Furthermore, we show how the teacher and students jointly contribute towards the ensuing teaching trajectories, whereby the vocabulary items are turned into 'teachables', i.e. interactionally emergent objects of explicit teaching. In doing so, we also explore what…
Descriptors: Vocabulary Development, English Instruction, Native Language Instruction, Language Usage
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Christensson, Johan – Classroom Discourse, 2019
By testing a model for analysing identity in interaction, the present article explores how a history student teacher produces social identity in relation to his future profession as a teacher, with an important point of departure being the relationship between the academic and professional aspects of teacher education. This is addressed through an…
Descriptors: History Instruction, Student Teacher Attitudes, Professional Identity, Interaction
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Stone, Paul – Classroom Discourse, 2019
In this article, I use conversation analysis (CA) to focus on how Japanese language resources are used in repair sequences that occur in 'off-task' English interactions in a lower-level EFL classroom at a Japanese university, considering how this may create opportunities for learning. While previous research has found that 'off-task' peer…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Japanese
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Houen, S.; Danby, S.; Farrell, A.; Thorpe, K. – Classroom Discourse, 2019
Teachers' interactional practices shape children's displays of knowledge. Teachers often rely on direct interactional devices, such as questions, to call for knowledge displays from children. However, case examples suggest that interactional strategies that downgrade teachers' expert status, such as 'I wonder…' formulations may enhance child…
Descriptors: Teacher Student Relationship, Teaching Methods, Case Studies, Video Technology
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Prada, Josh – Classroom Discourse, 2019
The present study explores how translanguaging serves as vehicle to (help) re-configure linguistic attitudinal and ideological structures in a university Spanish course for heritage speakers. Specifically, it focuses on the links between exposure to (and engagement in) classroom translanguaging and the participants' challenging of traditional…
Descriptors: Spanish, Language Attitudes, Code Switching (Language), Language Usage
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