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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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Interaction sociale et cognition située : Mondada & Pekarek Doehler 2000

Social interaction and situated cognition : which models for second language research ? Different models of cognition serve actually as points of reference for second language research.
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AILE 2000 - analyses conversationnelle et vigotskienne

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Rescooped by Shona Whyte from Group work and interaction in language learning classrooms
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On the contingent nature of language learning tasks: Hellerman & Pekarek, 2009

Using methods from conversation analysis, this paper explores ways that teacher‐designed language‐learning task interactions can vary in their performance due to the nature of face‐to‐face interaction. The analysis describes three task interactions from language‐learning classrooms, showing how the contingencies that are necessitated by learners working in small groups provide for different task performance as well as different potentials for language learning. The video‐recorded interactions come from two different classroom contexts: adult English‐language learners in the USA and adolescent learners of French in Switzerland. In each context, the learners are engaged in a directions‐giving task. Participants’ individual and group orientations to these similar teacher‐designed tasks lead to different co‐constructed performances of the task and, in each case, unique learning potentials.


Via Phil Chappell
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Micro-analysis of group interactions showing influence of learner enactment of teacher-designed tasks.  Includes an example of task abandonment. [Free access to full text]

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Phil Chappell's curator insight, November 9, 2013 5:24 AM

Using methods from conversation analysis, this paper explores ways that teacher‐designed language‐learning task interactions can vary in their performance due to the nature of face‐to‐face interaction.

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Approches interactionnistes de l’acquisition des langues étrangères : Pekarek 2000

Quels travaux peut-on regrouper sous le titre de ce volume « approches interactionnistes de l’acquisition des langues étrangères » ? La réponse ne va pas de soi ; et la question elle-même soulève le problème de la délimitation d’un champ diversifié.
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Analyse d'interactions en L2, revue AILE

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