Construction or obstruction: teacher talk and learner involvement in the EFL classroom

Walsh, Steve

doi:10.1191/1362168802lr095oa

Cited by 277 publications

(248 citation statements)

References 10 publications

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“…Creese 2002;Duff 2002) and contributed to an improved understanding of pedagogic practice (e.g. Walsh 2002Walsh , 2006bCarless 2004;Dufficy 2005;Hammond & Gibbons 2005;Lacorte 2005;Gibbons 2006;Richards 2006a;Pinter 2007;Sakui 2007). Gieve & Miller (2006) provide a discussion of relevant issues and Chavez's (2006) study of experienced teachers of German illustrates how narrow but very rich data sets can be exploited to excellent effect.…”

Section: Approaches To Teachingmentioning

confidence: 99%

Trends in qualitative research in language teaching since 2000

Richards

2009

Lang. Teach.

129

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This paper reviews developments in qualitative research in language teaching since the year 2000, focusing on its contributions to the field and identifying issues that emerge. Its aims are to identify those areas in language teaching where qualitative research has the greatest potential and indicate what needs to be done to further improve the quality of its contribution. The paper begins by highlighting current trends and debates in the general area of qualitative research and offering a working definition of the term. At its core is an overview of developments in the new millennium based on the analysis of papers published in 15 journals related to the field of language teaching and a more detailed description, drawn from a range of sources, of exemplary contributions during that period. Issues of quality are also considered, using illustrative cases to point to aspects of published research that deserve closer attention in future work, and key publications on qualitative research practice are reviewed.

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Section: Approaches To Teachingmentioning

confidence: 99%

Trends in qualitative research in language teaching since 2000

Richards

2009

Lang. Teach.

129

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“…Edge, 1992Edge, , 2002 and reflective practice (e.g. Crandall, 2000;Walsh, 2002Walsh, , 2003. In Wenger's (1998a: 47) discussion of the notion of practice, he underlines the fact that it includes both the explicit and the tacit.…”

Section: Introductionmentioning

confidence: 99%

‘I think we should just accept … our horrible lowly status’: Analysing Teacher–Teacher Talk Within the Context of Community of Practice

Vaughan

2007

Language Awareness

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While interaction inside the classroom -frontstage discourse -has been a subject of study and has been considered the most significant type of discourse that teachers engage in, I propose that interaction outside the classroom -backstage discourse -is equally significant and has not thus far received as much attention as it merits. This paper is concerned with the institutional interaction of English language teachers using a corpus of (currently) over 40,000 words, consisting of a variety of meetings. It will consider the characteristics of the community of practice (CofP) and how membership is realised in language. It looks at the inexplicit nature of the language that teachers use in relation to their practices as indicative of this membership, and how humour is related to the establishment of a shared communicative space, as well as evidence of it. Highlighted also is the creation of this space within the meeting with the construction of in-and out-groups. The paper concludes that reflection not only on our practices within the classroom, but our practices as a professional community opens a new window on our profession as a whole.

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“…Another main finding was that participants do not always treat linguistic errors as problem sources in classroom interaction. As Hosoda (2006) and Walsh (2002) showed, linguistic errors are not corrected when they do not cause any problems in the discourse flow or they are corrected through direct repair to minimize interruptions. In other words, in meaning-oriented contexts, repair techniques involve some form of 'negotiation' such as prompts or elicitation (Ammar & Spada, 2006;Lyster, 2004) in order to promote 'self-discovery' (Waring, 2015) or they involve interactional feedback (Nassaji, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…In meaning-oriented contexts, in contrast, other-repair on form and content troubles, especially in the form of direct repair was the basic type used. Direct repair involves a short, quick correction, and is a useful interactional strategy since it has minimal impact on the exchange structure (Walsh, 2002(Walsh, , 2006.…”

Section: Repair Completion Typementioning

confidence: 99%

Organizational Patterns of English Language Teachers’ Repair Practices

Mozaffari

Allami

2017

IJAL

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Despite the abundance of research on teachers' repair practices in language classroom interaction, there are not enough conversation analytic studies on repair organization with the focus on the details of interaction in the context of EFL. Drawing on sociocultural and situated learning theories, this study explores the contingent nature of English language teachers' organizational patterns of repair practices (repair focus, repair completion, repair trajectory and convergence) by adopting the context-dependency of repair as a point of departure. More specifically, we analyzed two classroom interactional contexts: form-oriented and meaning-oriented contexts as well as their realization in student participation. Data were collected through video-and audio-tape recordings of 14 lessons from eight EFL teachers at four private language institutes in Iran and they were analyzed based on the framework of conversation analysis methodology. The analysis of lesson transcripts indicated that the teachers varied in their repair practices; however, an organizational repair pattern emerged from the data. The analysis of qualitative data revealed that the teachers largely repaired divergently in form-oriented contexts but convergently in meaningoriented contexts, and deployed other-repair more than self-repair. The pedagogical implications of the study are for language teachers' awareness of the role of repair organization in facilitating learning opportunities and for teachers' professional development.

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Construction or obstruction: teacher talk and learner involvement in the EFL classroom

Cited by 277 publications

References 10 publications

Trends in qualitative research in language teaching since 2000

Trends in qualitative research in language teaching since 2000

‘I think we should just accept … our horrible lowly status’: Analysing Teacher–Teacher Talk Within the Context of Community of Practice

Organizational Patterns of English Language Teachers’ Repair Practices

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