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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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Multimodal analysis of MFL board game: Konzett 2015

This paper describes how a small group of students in a foreign language classroom manage the interactional task of orally assessing the correctness of verb forms while playing a board game aimed at revising verb conjugation . In their interaction, the students orient to the institutional context of this activity as a language learning exercise by adhering to the rules of the game and by diligently attending to the production of g rammatically correct verb forms. One rule of the game states that the students must decide as a group if the verb form s produced are correct or not. As a consequence, there are recurring ‘assessment moments’ in the game, at which the students are required to make a joint decision over the correctness of the grammatical form. As the data shows, the students manage to achieve this int eractional task , taking great care to avoid potential epistemic status incongruences within the group . They do this by exploit ing a fine - tuned and economically applied repertoire of multimodal resources , including the ritual of the board game and , crucially, the use of the dice . Th e latter turns out to be an extremely versatile tool used to complete interactional sequences, manage turn transition, ratify moves in the game and accomplish peer - assessment.
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Interesting microanalysis of group interaction showing how board game for grammar practice in French FL class can allow potentially face-threatening peer feedback among teenage learners to occur smoothly and easily.
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Rasika Dayarathna's curator insight, March 28, 2016 12:08 AM
Interesting microanalysis of group interaction showing how board game for grammar practice in French FL class can allow potentially face-threatening peer feedback among teenage learners to occur smoothly and easily.
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Parallel levels of institutional talk: Bays

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CA analysis of role-plays by advanced university learners of English.  Hillary Bays, Université de Paris Est

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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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Contrastive interlanguage analysis

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On the importance of using different learner corpora before concluding on native-non-native differences, transfer effects etc. Gilquin et Paquot, Université Catholique de Louvain

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Miniguide to Goffman's Frame Analysis: Morten Nissen

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Key terms - frame, key, bracketing.  Used by Bays in CRELA presentation

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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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