Difference between revisions of "Balaman-Daskin2019"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Ufuk Balaman; Nilüfer Can Daşkın | |Author(s)=Ufuk Balaman; Nilüfer Can Daşkın | ||
| − | |Title=A | + | |Title=A series of conversation analysis based pedagogical activities for increasing interactional awareness |
|Tag(s)=EMCA; L2 interactional competence; EFL classrooms; Interactional awareness | |Tag(s)=EMCA; L2 interactional competence; EFL classrooms; Interactional awareness | ||
|Key=Balaman-Daskin2019 | |Key=Balaman-Daskin2019 | ||
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|Volume=9 | |Volume=9 | ||
|Number=1 | |Number=1 | ||
| − | |Pages= | + | |Pages=1–13 |
|URL=https://www.ated.info.tr/index.php/ated/article/viewFile/92/99 | |URL=https://www.ated.info.tr/index.php/ated/article/viewFile/92/99 | ||
|Abstract=This article presents a series of activities that are informed by research on conversation analysis and used for increasing the EFL [English as a Foreign Language] learners’ awareness of interactional mechanisms of English language. The activity series consists of (1) lecture (e.g., turn taking, sequence and preference organization, repair), (2) conversation workshop, (3) audio and video-recording, (4) sharing the recordings with students, (5) guided watching of the recordings repeatedly and filling out a self-feedback sheet, (6) transcription, and (7) a whole class video-oriented feedback session led by the teacher. Each step is repeated for each interactional mechanism using Wong and Waring (2010) as a reference for the course design. We present a series of ordered activities recalibrated for use in high school EFL classrooms based on insights gained from previous implementation in higher education classrooms. | |Abstract=This article presents a series of activities that are informed by research on conversation analysis and used for increasing the EFL [English as a Foreign Language] learners’ awareness of interactional mechanisms of English language. The activity series consists of (1) lecture (e.g., turn taking, sequence and preference organization, repair), (2) conversation workshop, (3) audio and video-recording, (4) sharing the recordings with students, (5) guided watching of the recordings repeatedly and filling out a self-feedback sheet, (6) transcription, and (7) a whole class video-oriented feedback session led by the teacher. Each step is repeated for each interactional mechanism using Wong and Waring (2010) as a reference for the course design. We present a series of ordered activities recalibrated for use in high school EFL classrooms based on insights gained from previous implementation in higher education classrooms. | ||
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Latest revision as of 03:11, 19 January 2020
| Balaman-Daskin2019 | |
|---|---|
| BibType | ARTICLE |
| Key | Balaman-Daskin2019 |
| Author(s) | Ufuk Balaman, Nilüfer Can Daşkın |
| Title | A series of conversation analysis based pedagogical activities for increasing interactional awareness |
| Editor(s) | |
| Tag(s) | EMCA, L2 interactional competence, EFL classrooms, Interactional awareness |
| Publisher | |
| Year | 2019 |
| Language | English |
| City | |
| Month | |
| Journal | Journal of Inquiry Based Activities (JIBA) / Araştırma Temelli Etkinlik Dergisi (ATED) |
| Volume | 9 |
| Number | 1 |
| Pages | 1–13 |
| URL | Link |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article presents a series of activities that are informed by research on conversation analysis and used for increasing the EFL [English as a Foreign Language] learners’ awareness of interactional mechanisms of English language. The activity series consists of (1) lecture (e.g., turn taking, sequence and preference organization, repair), (2) conversation workshop, (3) audio and video-recording, (4) sharing the recordings with students, (5) guided watching of the recordings repeatedly and filling out a self-feedback sheet, (6) transcription, and (7) a whole class video-oriented feedback session led by the teacher. Each step is repeated for each interactional mechanism using Wong and Waring (2010) as a reference for the course design. We present a series of ordered activities recalibrated for use in high school EFL classrooms based on insights gained from previous implementation in higher education classrooms.
Notes
