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Social Actions for Classroom Language Learning / John Hellermann.

By: Material type: TextTextSeries: New Perspectives on Language and EducationPublisher: Bristol ; Blue Ridge Summit : Multilingual Matters, [2008]Copyright date: ©2008Description: 1 online resource (192 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9781847690265
  • 9781847690272
Subject(s): DDC classification:
  • 418.0071 22
LOC classification:
  • P53.8 .H45 2008
  • P53.8 .H45 2008
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- Preface and Acknowledgements -- 1. Additional Language Learning in a Classroom Community of Practice -- 2. Conversation Analysis as a Method for Understanding Language Learning -- 3. Opening Dyadic Task Interactions -- 4. Story Tellings in Dyadic Task Interactions -- 5. Disengagements from Dyadic Task Interactions -- 6. Conclusions -- Appendix: Transcription Conventions -- Notes -- References -- Index
Summary: Drawing on recent socio-cultural approaches to research on language learning and an extensive corpus of classroom video recording made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. Advanced technology for recording classroom interaction (6 cameras per classroom) allows the research to move the focus for analysis off the teacher and onto learners as they engage in dyadic interaction. The research uses methods from conversation analysis with longitudinal data to document practices for interaction between learners and how those practices change over time. Language learning is seen in learners’ change in participation in their in social actions that occur around and within teacher-assigned language learning tasks (starting the task, non-elicited story tellings within tasks, and ending tasks). Web links are provided so the reader can see the data from the classroom that is the subject of the analyses.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781847690272

Frontmatter -- Contents -- Preface and Acknowledgements -- 1. Additional Language Learning in a Classroom Community of Practice -- 2. Conversation Analysis as a Method for Understanding Language Learning -- 3. Opening Dyadic Task Interactions -- 4. Story Tellings in Dyadic Task Interactions -- 5. Disengagements from Dyadic Task Interactions -- 6. Conclusions -- Appendix: Transcription Conventions -- Notes -- References -- Index

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

Drawing on recent socio-cultural approaches to research on language learning and an extensive corpus of classroom video recording made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. Advanced technology for recording classroom interaction (6 cameras per classroom) allows the research to move the focus for analysis off the teacher and onto learners as they engage in dyadic interaction. The research uses methods from conversation analysis with longitudinal data to document practices for interaction between learners and how those practices change over time. Language learning is seen in learners’ change in participation in their in social actions that occur around and within teacher-assigned language learning tasks (starting the task, non-elicited story tellings within tasks, and ending tasks). Web links are provided so the reader can see the data from the classroom that is the subject of the analyses.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 01. Dez 2022)