Difference between revisions of "Ustunel2014"
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The Sequential Organisation of Classroom Discourse at an EFL Kindergarten Classroom | The Sequential Organisation of Classroom Discourse at an EFL Kindergarten Classroom | ||
|Editor(s)=Jesus Garcia Laborda | |Editor(s)=Jesus Garcia Laborda | ||
| − | |Key= | + | |Key=Ustunel2014 |
|Year=2014 | |Year=2014 | ||
|Journal=Procedia - Social and Behavioral Sciences | |Journal=Procedia - Social and Behavioral Sciences | ||
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|DOI=DOI: 10.1016/j.sbspro.2014.05.021 | |DOI=DOI: 10.1016/j.sbspro.2014.05.021 | ||
|Abstract=This study examines the micro-analytic sequential organisation of classroom discourse at a kindergarten English-as-a-foreign- language (EFL) classroom in Muğla, Turkey. The participants are 16 Turkish trainee teachers of English who have no formal teaching experience. The data is collected through classroom observation, questionnaires, interviews and artefacts. Conversation analysis methodology is adopted to analyse the classroom interaction of six hours. This study looks closely into the turn-taking organisation, the sequencing of adjacency pairs and the repair mechanism. The main implication of this research is to suggest that the micro-analytic approach to classroom discourse should be adopted in order to train non-native English language trainee teachers’ classroom language use to reach a more efficient learning environment. | |Abstract=This study examines the micro-analytic sequential organisation of classroom discourse at a kindergarten English-as-a-foreign- language (EFL) classroom in Muğla, Turkey. The participants are 16 Turkish trainee teachers of English who have no formal teaching experience. The data is collected through classroom observation, questionnaires, interviews and artefacts. Conversation analysis methodology is adopted to analyse the classroom interaction of six hours. This study looks closely into the turn-taking organisation, the sequencing of adjacency pairs and the repair mechanism. The main implication of this research is to suggest that the micro-analytic approach to classroom discourse should be adopted in order to train non-native English language trainee teachers’ classroom language use to reach a more efficient learning environment. | ||
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Revision as of 06:09, 1 October 2014
| Ustunel2014 | |
|---|---|
| BibType | INPROCEEDINGS |
| Key | Ustunel2014 |
| Author(s) | Eda Üstünel |
| Title | The Sequential Organisation of Classroom Discourse at an EFL Kindergarten Classroom ☆
The Sequential Organisation of Classroom Discourse at an EFL Kindergarten Classroom |
| Editor(s) | Jesus Garcia Laborda |
| Tag(s) | |
| Publisher | |
| Year | 2014 |
| Language | |
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| Month | |
| Journal | Procedia - Social and Behavioral Sciences |
| Volume | 141 |
| Number | 115-118 |
| Pages | |
| URL | |
| DOI | DOI: 10.1016/j.sbspro.2014.05.021 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This study examines the micro-analytic sequential organisation of classroom discourse at a kindergarten English-as-a-foreign- language (EFL) classroom in Muğla, Turkey. The participants are 16 Turkish trainee teachers of English who have no formal teaching experience. The data is collected through classroom observation, questionnaires, interviews and artefacts. Conversation analysis methodology is adopted to analyse the classroom interaction of six hours. This study looks closely into the turn-taking organisation, the sequencing of adjacency pairs and the repair mechanism. The main implication of this research is to suggest that the micro-analytic approach to classroom discourse should be adopted in order to train non-native English language trainee teachers’ classroom language use to reach a more efficient learning environment.
Notes
