Difference between revisions of "Waring2019a"
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|BibType=INCOLLECTION | |BibType=INCOLLECTION | ||
|Author(s)=Hansun Zhang Waring; | |Author(s)=Hansun Zhang Waring; | ||
| − | |Title=The | + | |Title=The what and how of english language teaching: conversation analytic perspectives |
| − | |Editor(s)=Gao | + | |Editor(s)=Xuesong Gao |
|Tag(s)=EMCA; English language teaching; Material development; Teacher talk | |Tag(s)=EMCA; English language teaching; Material development; Teacher talk | ||
|Key=Waring2019a | |Key=Waring2019a | ||
| + | |Publisher=Springer | ||
|Year=2019 | |Year=2019 | ||
|Language=English | |Language=English | ||
| + | |Address=Cham | ||
|Booktitle=Second Handbook of English Language Teaching | |Booktitle=Second Handbook of English Language Teaching | ||
|URL=https://link.springer.com/referenceworkentry/10.1007%2F978-3-319-58542-0_54-1 | |URL=https://link.springer.com/referenceworkentry/10.1007%2F978-3-319-58542-0_54-1 | ||
| − | |DOI= | + | |DOI=10.1007/978-3-319-58542-0_54-1 |
|Abstract=This chapter outlines two ways in which conversation analytic (CA) research has contributed to the field of English language teaching (ELT). First, by providing stunning specificities of a range of interactional practices in turntaking, sequencing, overall structuring, and repair, CA research is at the forefront of delineating what is there to be taught in the first place by way of developing learners’ interactional competence. Second, classroom CA research in ELT has offered illuminating insights into how turn-taking is orchestrated, participation is managed, explanations are given, corrections are conducted, understandings are developed, multiple demands are attended to and the like. These fine-grained portrayals of teacher practices provide powerful answers to the question of how English language teaching is done in situ. Taken together then, CA has enriched, and is continuing to enrich, our understandings of the what and how of ELT. | |Abstract=This chapter outlines two ways in which conversation analytic (CA) research has contributed to the field of English language teaching (ELT). First, by providing stunning specificities of a range of interactional practices in turntaking, sequencing, overall structuring, and repair, CA research is at the forefront of delineating what is there to be taught in the first place by way of developing learners’ interactional competence. Second, classroom CA research in ELT has offered illuminating insights into how turn-taking is orchestrated, participation is managed, explanations are given, corrections are conducted, understandings are developed, multiple demands are attended to and the like. These fine-grained portrayals of teacher practices provide powerful answers to the question of how English language teaching is done in situ. Taken together then, CA has enriched, and is continuing to enrich, our understandings of the what and how of ELT. | ||
}} | }} | ||
Latest revision as of 09:31, 15 January 2020
| Waring2019a | |
|---|---|
| BibType | INCOLLECTION |
| Key | Waring2019a |
| Author(s) | Hansun Zhang Waring |
| Title | The what and how of english language teaching: conversation analytic perspectives |
| Editor(s) | Xuesong Gao |
| Tag(s) | EMCA, English language teaching, Material development, Teacher talk |
| Publisher | Springer |
| Year | 2019 |
| Language | English |
| City | Cham |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | |
| URL | Link |
| DOI | 10.1007/978-3-319-58542-0_54-1 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Second Handbook of English Language Teaching |
| Chapter | |
Abstract
This chapter outlines two ways in which conversation analytic (CA) research has contributed to the field of English language teaching (ELT). First, by providing stunning specificities of a range of interactional practices in turntaking, sequencing, overall structuring, and repair, CA research is at the forefront of delineating what is there to be taught in the first place by way of developing learners’ interactional competence. Second, classroom CA research in ELT has offered illuminating insights into how turn-taking is orchestrated, participation is managed, explanations are given, corrections are conducted, understandings are developed, multiple demands are attended to and the like. These fine-grained portrayals of teacher practices provide powerful answers to the question of how English language teaching is done in situ. Taken together then, CA has enriched, and is continuing to enrich, our understandings of the what and how of ELT.
Notes
