Difference between revisions of "Waring2015"
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|Author(s)=Hansun Zhang Waring | |Author(s)=Hansun Zhang Waring | ||
|Title=Promoting self-discovery in the language classroom | |Title=Promoting self-discovery in the language classroom | ||
| − | |Tag(s)=EMCA; Teachers; Classroom; Repair; Second language acquisition; Institutional; Applied; | + | |Tag(s)=EMCA; Teachers; Classroom; Repair; Second language acquisition; Institutional; Applied; |
|Key=Waring2015 | |Key=Waring2015 | ||
|Year=2015 | |Year=2015 | ||
| + | |Language=English | ||
|Journal=International Review of Applied Linguistics in Language Teaching | |Journal=International Review of Applied Linguistics in Language Teaching | ||
|Volume=53 | |Volume=53 | ||
|Number=1 | |Number=1 | ||
| − | |Pages= | + | |Pages=61–85 |
|URL=http://www.degruyter.com/view/j/iral.2015.53.issue-1/iral-2015-0003/iral-2015-0003.xml | |URL=http://www.degruyter.com/view/j/iral.2015.53.issue-1/iral-2015-0003/iral-2015-0003.xml | ||
| − | |DOI= | + | |DOI=10.1515/iral-2015-0003 |
|Abstract=Promoting self-discovery appears to be a general relevancy oriented to by participants not only in ordinary conversation (Schegloff et al., 1977) but also in various sorts of institutional encounters (e.g., Edwards & Stokoe, 2007). The push for self-repair, for example, is considered an important learning activity which may be inhibited or retarded by other-repair (van Lier, 1988; Ohta, 2000). The aim of this paper is to investigate the complexities of the practices utilized to accomplish promoting self-discovery in the language classroom. Based on a conversation analytic account of 30 hours of audio and video-recorded adult ESL (English as a Second Language) lessons, I show two ways in which promoting self-discovery may become problematic in its implementation. I argue that language instructors need to be sensitized to the delicate balance between promoting self-discovery and providing interactionally contingent help. | |Abstract=Promoting self-discovery appears to be a general relevancy oriented to by participants not only in ordinary conversation (Schegloff et al., 1977) but also in various sorts of institutional encounters (e.g., Edwards & Stokoe, 2007). The push for self-repair, for example, is considered an important learning activity which may be inhibited or retarded by other-repair (van Lier, 1988; Ohta, 2000). The aim of this paper is to investigate the complexities of the practices utilized to accomplish promoting self-discovery in the language classroom. Based on a conversation analytic account of 30 hours of audio and video-recorded adult ESL (English as a Second Language) lessons, I show two ways in which promoting self-discovery may become problematic in its implementation. I argue that language instructors need to be sensitized to the delicate balance between promoting self-discovery and providing interactionally contingent help. | ||
| − | |||
}} | }} | ||
Latest revision as of 09:21, 13 December 2019
| Waring2015 | |
|---|---|
| BibType | ARTICLE |
| Key | Waring2015 |
| Author(s) | Hansun Zhang Waring |
| Title | Promoting self-discovery in the language classroom |
| Editor(s) | |
| Tag(s) | EMCA, Teachers, Classroom, Repair, Second language acquisition, Institutional, Applied |
| Publisher | |
| Year | 2015 |
| Language | English |
| City | |
| Month | |
| Journal | International Review of Applied Linguistics in Language Teaching |
| Volume | 53 |
| Number | 1 |
| Pages | 61–85 |
| URL | Link |
| DOI | 10.1515/iral-2015-0003 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Promoting self-discovery appears to be a general relevancy oriented to by participants not only in ordinary conversation (Schegloff et al., 1977) but also in various sorts of institutional encounters (e.g., Edwards & Stokoe, 2007). The push for self-repair, for example, is considered an important learning activity which may be inhibited or retarded by other-repair (van Lier, 1988; Ohta, 2000). The aim of this paper is to investigate the complexities of the practices utilized to accomplish promoting self-discovery in the language classroom. Based on a conversation analytic account of 30 hours of audio and video-recorded adult ESL (English as a Second Language) lessons, I show two ways in which promoting self-discovery may become problematic in its implementation. I argue that language instructors need to be sensitized to the delicate balance between promoting self-discovery and providing interactionally contingent help.
Notes
