Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686824
Title: Exploring opportunities for participation and learning in an EFL Chilean classroom : a conversation analytic approach
Author: Avila, Marco Cancino
ISNI:       0000 0004 5920 4964
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2015
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Abstract:
The present study explored the opportunities for learning and participation that teachers provide their learners by means of their interactional decisions in a particular pedagogical context. A number of features deployed by teachers in their interaction with learners have been analysed by means of a Conversation Analysis (CA) approach and discussed under a Classroom Interactional Competence (CIC) framework (Walsh, 2006), which highlights the ability of teachers to utilise interaction as a tool to mediate learning. It is argued that the language choices that teachers make in the moment-by-moment interaction in the classroom can have an effect on the amount and quality of the interaction between teacher and learners (Jacknick, 2011; Nakamura, 2008; Walsh, 2002; Waring, 2011). The study was also informed by the sociocultural concept of learning as a social affair that is achieved through repeated participation in activities with more knowledgeable individuals (Brouwer & Wagner, 2004; Donato, 2000; Lantolf, 2000; Mondada & Pekarek, 2004). The context selected for the study was an adult EFL classroom setting at a language institute in Santiago, Chile. Six EFL teachers and their students were asked to be audiorecorded in lessons that were part of a 10-week EFL course taught at the institution. The focus of the study was placed on a particular lesson stage identified by Walsh, namely, the 'classroom context' mode (CCM), where fluency is favoured over accuracy. Findings confirmed that a number of interactional strategies identified by Walsh (2006) increased or reduced interactional space, shaped learners' contributions and elicited more talk from learners in the selected context. Also, the study identified four novel interactional features that can potentially be included in a framework that seeks to develop teachers' CIC.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.686824  DOI: Not available
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