Markee2015a
| Markee2015a | |
|---|---|
| BibType | INCOLLECTION |
| Key | Markee2015a |
| Author(s) | Numa Markee |
| Title | Giving and Following Pedagogical Instructions in Task-Based Instruction: An Ethnomethodological Perspective |
| Editor(s) | |
| Tag(s) | EMCA, Instructions, Classroom, Second Language |
| Publisher | |
| Year | 2015 |
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| Pages | 110-128 |
| URL | Link |
| DOI | 10.1057/9781137340733_7 |
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| Howpublished | |
| Book title | International Perspectives on ELT Classroom Interaction |
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Abstract
Every day, millions of English as a Second/Foreign Language (ES/FL) and content teachers working in L1s all over the world give students oral instructions (which are themselves often restatements of written instructions contained in textbooks) concerning what learners are to do in the immediately following stretch of class activity. Despite the familiar and ubiquitous nature of this practice, the topic of how teachers (or their designated delegates) give students oral instructions, and how learners follow these instructions, has received surprisingly little attention in the Applied Linguistics (AL) and Second Language Acquisition (SLA) research literatures. The same is true in the teacher education and training literatures. While there is widespread agreement that it is important for teachers to give good pedagogical instructions, there are next to no empirically based examples of how teachers actually perform these courses of action available to guide new teachers’ practices.
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