6. Classroom interaction and learning opportunities across time and space
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Rob Batstone
Abstract
Our data for this chapter comprises recordings of 12 advanced adult language learners within a single English for Academic Purposes (EAP) classroom as they work collaboratively over repeated cycles of teacher fronted and related group work tasks. Our interest is in classroom interactions as they evolve across time and in both public and private spaces. As such, our approach owes much to recent ecological accounts of the role of interaction, emphasizing the complex and situated nature of learning (van Lier 2004). In doing so, we wish to pick up on aspects of classroom interaction that are missed in more taxonomic approaches to interaction analysis, but which are nevertheless important components of how classroom interaction contributes to learning.
Abstract
Our data for this chapter comprises recordings of 12 advanced adult language learners within a single English for Academic Purposes (EAP) classroom as they work collaboratively over repeated cycles of teacher fronted and related group work tasks. Our interest is in classroom interactions as they evolve across time and in both public and private spaces. As such, our approach owes much to recent ecological accounts of the role of interaction, emphasizing the complex and situated nature of learning (van Lier 2004). In doing so, we wish to pick up on aspects of classroom interaction that are missed in more taxonomic approaches to interaction analysis, but which are nevertheless important components of how classroom interaction contributes to learning.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- List of contributors vii
- Preface xi
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Part I. Interactions in L2 classrooms
- 1. Promoting attention to form through task repetition in a Korean EFL context 3
- 2. Language-related episodes during collaborative tasks 25
- 3. The impact of increasing task complexity on L2 pragmatic moves 45
- 4. Tasks and traditional practice activities in a foreign language context 71
- 5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction 89
- 6. Classroom interaction and learning opportunities across time and space 109
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Part II. Interactions involving technology
- 7. The cyber language exchange 129
- 8. Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences 147
- 9. A corpus approach to studying structural convergence in task-based Spanish L2 interactions 167
- 10. Preemptive feedback in CALL 189
- 11. Learner perceptions of clickers as a source of feedback in the classroom 209
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Part III. Interactions in other educational settings
- 12. International engineering graduate students’ interactional patterns on a paired speaking test 227
- 13. The effectiveness of interactive group orals for placement testing 247
- 14. Interaction in conversation groups 269
- 15. Language production opportunities during whole-group interaction in conversation group settings 293
- Appendix 315
- Index 317
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- List of contributors vii
- Preface xi
-
Part I. Interactions in L2 classrooms
- 1. Promoting attention to form through task repetition in a Korean EFL context 3
- 2. Language-related episodes during collaborative tasks 25
- 3. The impact of increasing task complexity on L2 pragmatic moves 45
- 4. Tasks and traditional practice activities in a foreign language context 71
- 5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction 89
- 6. Classroom interaction and learning opportunities across time and space 109
-
Part II. Interactions involving technology
- 7. The cyber language exchange 129
- 8. Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences 147
- 9. A corpus approach to studying structural convergence in task-based Spanish L2 interactions 167
- 10. Preemptive feedback in CALL 189
- 11. Learner perceptions of clickers as a source of feedback in the classroom 209
-
Part III. Interactions in other educational settings
- 12. International engineering graduate students’ interactional patterns on a paired speaking test 227
- 13. The effectiveness of interactive group orals for placement testing 247
- 14. Interaction in conversation groups 269
- 15. Language production opportunities during whole-group interaction in conversation group settings 293
- Appendix 315
- Index 317
