Difference between revisions of "Seedhouse1999"
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|Journal=International Review of Applied Linguistics in Language Teaching | |Journal=International Review of Applied Linguistics in Language Teaching | ||
|Volume=37 | |Volume=37 | ||
| − | |Pages= | + | |Number=1 |
| + | |Pages=59–80 | ||
| + | |URL=https://www.degruyter.com/view/j/iral.1999.37.issue-1/iral.1999.37.1.43/iral.1999.37.1.43.xml | ||
| + | |DOI=10.1515/iral.1999.37.1.43 | ||
|Abstract=This article proposes that different contexts occur in L2 classrooms and that repair is organised differently within each context. It is suggested that within each context a particular pedagogical focus combines with a particular organisation of repair which is appropriate to that focus. The organisation of repair within each context is sketched and is exemplified through the analysis of classroom transcripts. | |Abstract=This article proposes that different contexts occur in L2 classrooms and that repair is organised differently within each context. It is suggested that within each context a particular pedagogical focus combines with a particular organisation of repair which is appropriate to that focus. The organisation of repair within each context is sketched and is exemplified through the analysis of classroom transcripts. | ||
}} | }} | ||
Latest revision as of 04:52, 19 October 2019
| Seedhouse1999 | |
|---|---|
| BibType | ARTICLE |
| Key | Seedhouse1999 |
| Author(s) | Paul Seedhouse |
| Title | The Relationship between Context and the Organisation of Repair in the L2 Classroom |
| Editor(s) | |
| Tag(s) | EMCA, L2 classroom interaction, Context, Repair |
| Publisher | |
| Year | 1999 |
| Language | English |
| City | |
| Month | |
| Journal | International Review of Applied Linguistics in Language Teaching |
| Volume | 37 |
| Number | 1 |
| Pages | 59–80 |
| URL | Link |
| DOI | 10.1515/iral.1999.37.1.43 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article proposes that different contexts occur in L2 classrooms and that repair is organised differently within each context. It is suggested that within each context a particular pedagogical focus combines with a particular organisation of repair which is appropriate to that focus. The organisation of repair within each context is sketched and is exemplified through the analysis of classroom transcripts.
Notes
