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- Amri, Marwa, et al.
(författare)
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Establishing understanding during student-initiated between-desk instructions in project work
- 2022
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Ingår i: Cambridge Journal of Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0305-764X .- 1469-3577.
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates how shared understanding is established during a rarely researched instructional and interactional context, namely teacher-student interactions during between-desk instructions (BDIs). Specifically, the authors focus on instructional interactions initiated by students during project-based language teaching in an upper-secondary Swedish classroom and probe into how students' formulations of understanding of a teacher's prior responses shape the subsequent interactional trajectories. Their conversation analytic investigation reveals that the teacher produces either confirming or disconfirming actions following students' formulations of understanding. These response types accomplish two distinct forms of interactional work: (a) when the teacher confirms the students' formulations, she expands the sequence with instruction-related elaborations; and (b) when the teacher does not confirm the formulations, she accounts for that, prompting students to reformulate their understanding. Overall, this study contributes to the body of research on BDIs as a recurring yet under-investigated lesson practice during project work.
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| 2. |
- Amri, Marwa
(författare)
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The practical nature of L2 teaching : a conversation analytic perspective
- 2024
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Ingår i: Classroom Discourse. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1946-3014 .- 1946-3022.
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Recension (refereegranskat)abstract
- Understanding the intricacies of teaching is a fundamental pursuit within the realm of educational research. As we chart the trajectory of research in this field, we find that the earliest conception of teaching was premised on a set of ideologies and beliefs that were formulated through observation and emulation of an established sage of a stage or gleaned from philosophical treatises that aim to theorise about the nature of teaching (Markee Citation1995). Propelled by Conversation Analysis (CA) is the treatment of teaching as a set of locally enacted practices that are accomplished through the detailed orchestration of verbal and non-verbal resources and that can be studied through rigorous analysis of naturally occurring interactions in the classrooms. The Practical Nature of L2 Teaching delves into the practical nature of teaching from a conversation-analytic perspective in order to offer a fine-tuned understanding of how teaching unfolds in real-world language classrooms. While intended for varied audiences, this book holds particular value for novice CA researchers looking for a repository of CA findings to refer to as they work on their data, novice teachers seeking to further their expertise, and teacher educators working towards integrating a practice-based approach into their existing teacher preparation programmes. I will revisit this later in detail, but for now, let us acquaint ourselves with the structure and content of the book. It is worth mentioning that while I will provide a general overview of the book, my aim is not to exhaust this limited space by providing an extensive chapter-by-chapter analysis. Instead, I will focus more on showing who can benefit from it, suggesting various ways to harness its insights, and offering pathways to build upon it.
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| 3. |
- Sert, Olcay, PhD, 1981-, et al.
(författare)
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Learning Potentials Afforded by a Film in Task-Based Language Classroom Interactions
- 2021
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Ingår i: The Modern language journal. - : Blackwell Publishing Inc.. - 0026-7902 .- 1540-4781. ; 105, s. 126-141
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Tidskriftsartikel (refereegranskat)abstract
- The use of films as teaching and learning materials can provide a variety of opportunities for interaction in second language classrooms. Research on the usage of films in language-learning tasks to provide opportunities for learning and interaction, however, is scarce. Drawing on a database of video-recorded interactions in an upper-secondary English-as-a-foreign-language classroom in Sweden and using multimodal conversation analysis, this study examines affordances of student interactions during a film-based discussion task. Taking a sociomaterial perspective, we focus on students’ co-narrations of the film in a group task and show how the emergent discussions about the film facilitate collaborative attention work (CAW). Our findings reveal that the CAW in this film-based discussion task unfolds when students (a) correct each other, or (b) collaboratively search for words while discussing the scenes in the film. Our analysis of these sequences reveals the learning potentials that emerge in film-based discussions. The findings have direct implications for the use of audio-visual materials—in particular, films and movies—in language-learning tasks.
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