کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
373246 | 622293 | 2013 | 11 صفحه PDF | دانلود رایگان |
A persistent and yet unresolved question raised by language teachers is how to ensure even participation during whole-class interaction. Neither published teacher training materials nor scholarly research on classroom turn-taking, however, have been addressed to this particular aspect of pedagogical concerns. Based on two-hour videotaped data from an adult ESL (English as a Second Language) classroom, this case study details how one teacher systematically manages the participation of a student who appears to be negotiating for more than her “fair share” of the floor. Findings of this study extend our current understanding of (classroom) turn-taking and constitute a potentially important resource for broadening and specifying language teacher education.
Journal: System - Volume 41, Issue 3, September 2013, Pages 841–851