[Routledge Introductions to Applied Linguistics 01] • Exploring Classroom Discourse by Walsh, Steve -- Read -- Imperial Library of Trantor

Index

Routledge Introductions to Applied Linguistics Contents Series editors’ introduction

The Introducing Applied Linguistics series The perspective on applied linguistics in this series Support to the reader Reference Note

1 Introduction

Introduction The nature of classroom interaction Control of the interaction Speech modification Elicitation techniques Repair The IRF exchange structure Challenges for teachers and learners Summary Note

2 Classroom discourse and teaching

Introduction Classrooms as contexts Task-based language teaching Pre-task Task Language focus Interaction and teaching Direct error correction Content feedback Checking for confirmation Extended wait-time Scaffolding Classroom discourse and teacher development Improving questioning strategies Making the discourse more communicative Enhanced interactive decision-making Dealing with reticence Summary

3 Classroom discourse and learning

Introduction Language learning and interaction Learning as a cognitive activity Learning as a social process Learning and the Zone of Proximal Development (ZPD) Summary

4 Approaches to studying classroom discourse

Introduction Recording and transcribing classroom interaction Recording Transcription Interaction analysis approaches System-based approaches Teacher talk Pupil talk Silence ‘Ad hoc’ approaches Discourse analysis approaches Conversation analysis approaches Summary

5 Alternative approaches to studying classroom discourse

Introduction Corpus linguistics Concordancing Word frequency counts or word lists Key word analysis Cluster analysis Combined approaches Variable approaches van Lier (1988) Jarvis and Robinson (1997) Kumaravadivelu (1999) Seedhouse (2004) Summary

6 Enhancing understandings of classroom discourse

Introduction The SETT framework: modes Managerial mode Materials mode Skills and systems mode Classroom context mode The SETT framework: interactures Using SETT Mode switching Mode side sequences Summary

7 Classroom discourse as reflective practice

Introduction The teacher as reflective practitioner Assumption 1: the research takes place in the classroom Assumption 2: teacher-researchers reflect and act on what they observe Assumption 3: understanding emerges through dialogue Developing reflective practices through SETT Summary Note

8 Classroom interactional competence

Introduction Interactional competence Classroom interactional competence Developing CIC in teachers and learners Summary

9 Conclusions

Classroom discourse: looking back Classroom discourse: future directions

Task commentaries

Chapter 1

Task 1.1 Task 1.2 Task 1.3

Chapter 2

Task 2.1

Topics Tasks

Task 2.2

Extract 1 Extract 2 Extract 3

Task 2.3

Chapter 3

Task 3.1 Task 3.2

Chapter 4

Task 4.1 Task 4.2 Task 4.3

Chapter 5

Task 5.1 Task 5.2 Task 5.3

Chapter 6

Task 6.1 Task 6.2 Task 6.3 Task 6.4 Task 6.5

Chapter 7

Task 7.1 Task 7.2 Task 7.3 Task 7.4

Chapter 8

Task 8.1 Task 8.2 Task 8.3 Task 8.4 Task 8.5 Task 8.6

Appendix A

SETT: Self Evaluation of Teacher Talk

Procedure

SETT: Self Evaluation of Teacher Talk

Lesson Cover Sheet

A. Lesson details: B. Lesson modes identified C. Self-evaluation of teacher talk

Appendix B

Transcription system

Glossary Further reading

Books Journal articles and chapters in books

References Index

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