Hellermann-PekarekDoehler2010
| Hellermann-PekarekDoehler2010 | |
|---|---|
| BibType | ARTICLE |
| Key | Hellermann-PekarekDoehler2010 |
| Author(s) | John Hellermann, Simona Pekarek Doehler |
| Title | On the contingent nature of language‐learning tasks |
| Editor(s) | |
| Tag(s) | EMCA, language-learning tasks, classroom interaction, conversation analysis, small group teaching |
| Publisher | |
| Year | 2010 |
| Language | English |
| City | |
| Month | |
| Journal | Classroom Discourse |
| Volume | 1 |
| Number | 1 |
| Pages | 25–45 |
| URL | Link |
| DOI | 10.1080/19463011003750657 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Using methods from conversation analysis, this paper explores ways that teacher- designed language-learning task interactions can vary in their performance due to the nature of face-to-face interaction. The analysis describes three task interactions from language-learning classrooms, showing how the contingencies that are necessitated by learners working in small groups provide for different task performance as well as different potentials for language learning. The video- recorded interactions come from two different classroom contexts: adult English- language learners in the USA and adolescent learners of French in Switzerland. In each context, the learners are engaged in a directions-giving task. Participants’ individual and group orientations to these similar teacher-designed tasks lead to different co-constructed performances of the task and, in each case, unique learning potentials.
Notes
