TRA CỨU
Các bộ sưu tập
Skip Navigation Links.
Thư mục - Vốn tư liệu
Engaging learners conversation- or dialogic-driven pedagogy?

Engaging learners conversation- or dialogic-driven pedagogy?

 Chappell, Philip.
 2014.
 tr. 1-11. Oxford University Press. English ISSN: 09510893
Ngôn ngữPedagogy.Phương pháp sư phạmConversation-driven.Dialogue-driven.Giảng dạy tiếng Anh.
Tác giả CN Chappell, Philip.
Nhan đề Engaging learners: conversation- or dialogic-driven pedagogy? / Philip Chappell.
Thông tin xuất bản 2014.
Mô tả vật lý tr. 1-11.
Tùng thư Oxford University Press.
Tóm tắt ‘Conversation-driven’ ELT privileges classroom talk as a primary source of language learning, yet it is often unclear to what the term ‘conversation’ is referring. This article reports on an investigation responding to this problem in which a substantial database of language classroom recordings was analysed for the types of talk that were taking place. Activities in language lessons that were driven by conversation were analysed using classroom discourse techniques. Opportunities for language learning through the language emerging from these activities were identified, and a type of talk was specified in which learners were engaged more in exploring issues and possibilities, and less in transacting information and opinions. This study demonstrates the importance of teachers being aware of the types of talk occurring in their lessons, which they should be strategically managing. It provides teachers with a platform from which they can begin to analyse the talk in their own classrooms.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Tiếng Anh-TVĐHHN
Từ khóa tự do Pedagogy.
Từ khóa tự do Phương pháp sư phạm
Từ khóa tự do Conversation-driven.
Từ khóa tự do Dialogue-driven.
Từ khóa tự do Giảng dạy tiếng Anh.
Nguồn trích ELT journal.- 2014, Vol. 68, No. 1.
MARC
Hiển thị đầy đủ trường & trường con
TagGiá trị
00000000nab a2200000 a 4500
00131986
0022
00442325
005202007141051
008140912s2014 enk eng
0091 0
022[ ] |a 09510893
035[ ] |a 1456391804
039[ ] |a 20241130092144 |b idtocn |c 20200714105143 |d huongnt |y 20140912151410 |z haont
041[0 ] |a eng
044[ ] |a enk
100[1 ] |a Chappell, Philip.
245[1 0] |a Engaging learners: conversation- or dialogic-driven pedagogy? / |c Philip Chappell.
260[ ] |c 2014.
300[ ] |a tr. 1-11.
362[0 ] |a Vol. 68, No. 1 (Jan. 2014)
490[ ] |a Oxford University Press.
520[ ] |a ‘Conversation-driven’ ELT privileges classroom talk as a primary source of language learning, yet it is often unclear to what the term ‘conversation’ is referring. This article reports on an investigation responding to this problem in which a substantial database of language classroom recordings was analysed for the types of talk that were taking place. Activities in language lessons that were driven by conversation were analysed using classroom discourse techniques. Opportunities for language learning through the language emerging from these activities were identified, and a type of talk was specified in which learners were engaged more in exploring issues and possibilities, and less in transacting information and opinions. This study demonstrates the importance of teachers being aware of the types of talk occurring in their lessons, which they should be strategically managing. It provides teachers with a platform from which they can begin to analyse the talk in their own classrooms.
650[1 7] |a Ngôn ngữ |x Giảng dạy |z Tiếng Anh |2 TVĐHHN
653[0 ] |a Pedagogy.
653[0 ] |a Phương pháp sư phạm
653[0 ] |a Conversation-driven.
653[0 ] |a Dialogue-driven.
653[0 ] |a Giảng dạy tiếng Anh.
773[ ] |t ELT journal. |g 2014, Vol. 68, No. 1.
890[ ] |a 0 |b 0 |c 0 |d 0