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The diversity of current epistemological approaches, and the range of issues that are possible to examine through each, challenge those seeking to understand how to construct a multi‐faceted and multi‐layered understanding of the complex nature of what is interactionally accomplished in and through classroom discourse. In this chapter, we propose an ethnographic perspective, an orienting logic of inquiry...
Building on the scholarship of Barnes and Todd (1977), research on language and learning in small groups in classrooms has been characterized by a linguistic turn in educational studies, a defenestration of theoretical dichotomies between the cognitive and the social, and an interpretive turn in research methodologies. Given the goal of fostering deep thinking, understanding, and creativity, the extant...
This chapter first reviews observational research conducted in second and foreign language classrooms that has identified various types of oral corrective feedback that teachers provide in response to learner errors. The chapter then reviews the relative effectiveness of the different types of corrective feedback as attested by quasi‐experimental classroom research. Next, a range of variables that...
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