Textbooks, contexts, and learners

Yakhontova, Tatyana

doi:10.1016/s0889-4906(01)00018-7

Cited by 44 publications

(16 citation statements)

References 5 publications

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“…In contrast to the abundance of research on materials development/design (see Tomlinson, 2012) and content analysis of materials, there has been much less research investigating how materials are actually used by teachers and students in language classroom interactions and how they influence classroom discourse (e.g., Canagarajah, 1993;Guerrettaz & Johnston, 2013;Opoku-Amankwa, 2010;Thoms, 2014;Yakhontova, 2001). Yet, there has been work relevant to the issue of materials use in L2 classrooms (albeit materials use is not the major focus of these studies) from various perspectives, such as classroom ethnography (e.g., Duff, 1995) and multimodal conversation analytic studies (e.g., Hasegawa, 2018;Hellermann & Pekarek Doehler, 2010;Kunitz & Skogmyr Marian, 2017;Majlesi, 2018;Markee, 2011).…”

Section: Materials Use In L2 Classroom Discoursementioning

confidence: 99%

Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions

Matsumoto

2019

The Modern Language Journal

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This qualitative study examines moments in the multilingual classroom when materials become prominent in whole‐class interactions. Despite the critical impact that materials can have on classroom discourse and learning/teaching, research on actual usage of materials in second language (L2) classroom interactions has been scarce compared with the effort devoted to the development and assessment of L2 materials (Guerrettaz & Johnston, 2013). This study examines students’ and instructors’ use of materials in a multilingual writing classroom, focusing on the roles of textbooks, teacher‐prepared worksheets, and a projection screen. The study illustrates the relationship between materials and miscommunication—specifically, how materials can contribute both to resolving miscommunication among students and their instructor and to creating miscommunication when students employ materials differently than intended by the instructor. This study employs the concepts of adaptation, improvisation, and attractor states from complexity theory (e.g., Larsen–Freeman, 2017) to analyze L2 classroom interactions. A sequential, multimodal analysis demonstrates that students and their instructor seem to be aware of materials as interactional resources and actively coordinate them with speech and nonverbal, embodied resources for meaning making. The findings improve our understanding of how L2 teachers and students can attend to materials and adapt such interactional resources for their own purposes.

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Section: Materials Use In L2 Classroom Discoursementioning

confidence: 99%

Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions

Matsumoto

2019

The Modern Language Journal

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“…Yet only two classroom‐based studies that we are aware of, Canagarajah () and Yakhontova (), focus squarely on the general pedagogical use of second language materials in actual classrooms. Both authors examined the use of global ELT textbooks in non‐Western contexts (see also Dendrinos, ; Gray, , ).…”

Section: Materials In Language Teachingmentioning

confidence: 99%

“…Canagarajah () found that the communicative pedagogy of the Western ELT textbook used in his classroom was resisted by Tamil learners in Sri Lanka, who showed greater enthusiasm for grammar‐focused activities. Yakhontova () found that while Ukrainian learners reacted positively overall to novel language‐learning goals and methods used in an American textbook, they responded negatively to the lack of familiar cultural references. Thus, both researchers conclude that such use of materials devalues local teachers and the knowledge they bring to the classroom, and induces “cultural estrangement” as students fail to engage with the alien cultures represented in the materials (Canagarajah, , p. 615).…”

Section: Materials In Language Teachingmentioning

confidence: 99%

Materials in the classroom ecology

Guerrettaz

Johnston

2013

The Modern Language Journal

156

138

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Though there is an extensive literature on materials in language teaching, little if any of it examines the relationship between materials such as textbooks and the totality of the classroom experience. The present study makes use of the concept of classroom ecology (Tudor, 2001; van Lier, 1996) to explore the interrelationships among materials and other crucial elements in an advanced ESL grammar class offered in the Intensive English Program of an American university. We focus in particular on the ways in which the textbook—Azar's (2002) Understanding and using English grammar—constituted the de facto curriculum of the course, and how it provided structure for the majority of the classroom interaction. Finally, we speculate on the relationship between the materials and language learning in this classroom. We argue that the framework of ecology, with its emphasis on affordances and emergence, provides a compelling lens through which to study the ways in which materials are actually deployed in classrooms, and how teachers and students conceive of the work being done there.

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“…The first Polish‐English studies carried out at a discourse level were conducted by Duszak (1994; 1997). Interestingly, authors from other central‐east European countries came up with similar results when such Slavic languages as Czech, Ukrainian and Russian were compared with academic writing patterns in English (Čmejrková and Daneš ; Yakhontova 2001; 2002; for an overview see: Petrić ). Although the outcomes from these first studies were described as speculative rather than scientific facts (Duszak ), they included important observations which allowed some generalizations.…”

Section: Introductionmentioning

confidence: 71%

Linguistics research articles written in English: comparing native English speakers and Polish writers

Hryniuk

2015

Int J App Linguistics

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This paper addresses the issue of writing for publication in English to elucidate, on the one hand, how writing styles of scholars from two cultural regions -Polish and Anglo-American -differ at the level of article structure. On the other, it explores the extent to which internationalizing forces inside one discourse community (specialists in linguistics) can override differences. For this purpose, a qualitative, cross-linguistic and cross-cultural study was conducted to compare texts written in English by native speakers with such articles by Polish authors. The issue is increasingly significant because current scientific progress and globalization has stimulated the need to share research findings in all fields of science using English as the main language of international publication.

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Textbooks, contexts, and learners

Cited by 44 publications

References 5 publications

Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions

Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions

Materials in the classroom ecology

Linguistics research articles written in English: comparing native English speakers and Polish writers

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