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This concluding chapter begins by providing a preliminary summary of the most important emerging research issues and questions that were identified by writers within the Research Methodology and Assessment section, and within each of the six Traditions in this volume. It also identifies issues that were implied or not addressed within each Tradition as and when appropriate. From this summary, a synthesis...
This chapter reviews contributions of qualitative perspectives to the understanding of classroom discourse and interaction. We present a brief overview of qualitative research development with a focus on contributions of language‐based qualitative research approaches. We then analyze how classroom interaction and discourse are studied in four purposefully selected journals: Journal of Classroom Interaction, Applied Linguistics, Language and Education,...
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...
The present chapter takes an interest in instructions and the ways in which sequential analysis under the auspices of ethnomethodology and conversation analysis can contribute to their explication. This interest is explored in four contexts: textual instructions on how to crochet, instructions in textile workshops, feedback in academic supervision, and seminars in dental education. Initially, some...
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 introduces the themes that constitute this book, which is written by and for educators and applied linguists who wish to get a comparative overview of research on classroom discourse and interaction. The book is concerned with both language learning and use, and how these domains of language are co‐involved in understanding everything that routinely happens in language classrooms. More...
The Russian educational psychologist, Lev S. Vygotsky, is best known for his concept of the zone of proximal development (ZPD), which has been described as the most‐used, least‐understood concept in educational literature. This chapter attempts to broaden the understanding of this concept by examining it in the context of Vygotsky's overall theoretical framework, particularly his theory of concept...
The interactionist approach to second language acquisition (SLA) is premised on the notion that conversational modifications that take place during interaction promote second language development. Specifically, interaction allows for comprehensible input, interactional feedback, and opportunities for negotiation for meaning (Gass & Mackey 2007; Long 1996). Solid empirical support for these claims...
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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