Chapter 2. Observing language-related episodes in intact classrooms
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Laura Collins
Abstract
Observations of spontaneous language related episodes (LREs) in actual classrooms capture pedagogical behaviours that may affect the characteristics of LREs. In this study of 87 twelve-year old intermediate francophone EFL students in 3 intact classes, we examined the type, frequency, and resolution of 607 LREs during 20 paired/small group communicative activities (311,000-word, 55-hour corpus). Common findings across classes were the students’ ability to resolve LREs and their focus on lexical issues. However, peer-initiated LREs and attention to grammar were greater in the class where the teacher highlighted task-useful language, provided self-access tools for addressing language needs, and promoted a culture of peer collaboration. Observational research presents methodological challenges and its design limits generalizability. However, the rich description, large data-base and high ecological validity enhance the relevance of the findings for L2 pedagogy.
Abstract
Observations of spontaneous language related episodes (LREs) in actual classrooms capture pedagogical behaviours that may affect the characteristics of LREs. In this study of 87 twelve-year old intermediate francophone EFL students in 3 intact classes, we examined the type, frequency, and resolution of 607 LREs during 20 paired/small group communicative activities (311,000-word, 55-hour corpus). Common findings across classes were the students’ ability to resolve LREs and their focus on lexical issues. However, peer-initiated LREs and attention to grammar were greater in the class where the teacher highlighted task-useful language, provided self-access tools for addressing language needs, and promoted a culture of peer collaboration. Observational research presents methodological challenges and its design limits generalizability. However, the rich description, large data-base and high ecological validity enhance the relevance of the findings for L2 pedagogy.
Chapters in this book
- Prelim pages i
- Table of contents v
- Chapter 1. Current research on instructed second language learning 1
- Chapter 2. Observing language-related episodes in intact classrooms 9
- Chapter 3. Methodological strengths, challenges, and joys of classroom-based quasi-experimental research 31
- Chapter 4. Integrating instructed second language research, pragmatics, and corpus-based instruction 55
- Chapter 5. The roles of explicit instruction and guided practice in the proceduralization of a complex grammatical structure 83
- Chapter 6. The effects of recasts versus prompts on immediate uptake and learning of a complex target structure 107
- Chapter 7. The effects of multiple exposures to explicit information 127
- Chapter 8. CALL in ISLA 155
- Chapter 9. Lexical development in the writing of intensive English program students 179
- Chapter 10. Discussion 201
- Index 217
Chapters in this book
- Prelim pages i
- Table of contents v
- Chapter 1. Current research on instructed second language learning 1
- Chapter 2. Observing language-related episodes in intact classrooms 9
- Chapter 3. Methodological strengths, challenges, and joys of classroom-based quasi-experimental research 31
- Chapter 4. Integrating instructed second language research, pragmatics, and corpus-based instruction 55
- Chapter 5. The roles of explicit instruction and guided practice in the proceduralization of a complex grammatical structure 83
- Chapter 6. The effects of recasts versus prompts on immediate uptake and learning of a complex target structure 107
- Chapter 7. The effects of multiple exposures to explicit information 127
- Chapter 8. CALL in ISLA 155
- Chapter 9. Lexical development in the writing of intensive English program students 179
- Chapter 10. Discussion 201
- Index 217
