15. Language production opportunities during whole-group interaction in conversation group settings
-
Kim McDonough
Abstract
This study analyzes the whole-group interaction between preservice teachers (N = 15) and ESL speakers during conversation groups that were organized as part of the requirements of a TESL methods course. Analysis of the teacher-led interactions focused on the occurrence of language production opportunities provided to the ESL speakers as reflected through the amount of talk and questioning styles that occurred in four interactional contexts: communication, content, management and language. The findings indicate that the participants generated less talk than the teachers, management and content segments occurred most often, and referential questions were most frequent during content segments. Implications are discussed in terms of strategies for helping conversation group facilitators create language production opportunities.
Abstract
This study analyzes the whole-group interaction between preservice teachers (N = 15) and ESL speakers during conversation groups that were organized as part of the requirements of a TESL methods course. Analysis of the teacher-led interactions focused on the occurrence of language production opportunities provided to the ESL speakers as reflected through the amount of talk and questioning styles that occurred in four interactional contexts: communication, content, management and language. The findings indicate that the participants generated less talk than the teachers, management and content segments occurred most often, and referential questions were most frequent during content segments. Implications are discussed in terms of strategies for helping conversation group facilitators create language production opportunities.
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
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
