Seedhouse1996
| Seedhouse1996 | |
|---|---|
| BibType | ARTICLE |
| Key | Seedhouse1996 |
| Author(s) | Paul Seedhouse |
| Title | Classroom interaction: possibilities and impossibilities |
| Editor(s) | |
| Tag(s) | EMCA, Education, Foreign language classroom, Institutional discourse |
| Publisher | |
| Year | 1996 |
| Language | English |
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| Month | |
| Journal | ELT Journal |
| Volume | 1 |
| Number | 1 |
| Pages | 16–24 |
| URL | Link |
| DOI | 10.1093/elt/50.1.16 |
| ISBN | |
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Abstract
Recent communicative approaches have suggested that one goal of Eng- lish language teaching should be to replicate ‘genuine’ or ‘natural’ rather than ‘typical’ or ‘traditional’ classroom communication. This article argues that such a goal is both paradoxical and unattainable, and that there are serious flaws in the assumptions underlying the communicative ortho- doxy concerning ELT classroom interaction. It also argues that it would be more satisfactory to take an institutional discourse approach, where classroom discourse is regarded as an institutional variety of discourse, in which interactional elements correspond neatly to institutional goals.
Notes
