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Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts / ed. by Hanh thi Nguyen, Taiane Malabarba.

Contributor(s): Material type: TextTextSeries: New Perspectives on Language and EducationPublisher: Bristol ; Blue Ridge Summit : Multilingual Matters, [2019]Copyright date: ©2019Description: 1 online resourceContent type:
Media type:
Carrier type:
ISBN:
  • 9781788922883
  • 9781788922890
Subject(s): DDC classification:
  • 428.0071 23
LOC classification:
  • PE1128.A2 C6895 2019
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- Acknowledgements -- Contributors -- 1. Introduction: Using Conversation Analysis to Understand the Realities of English-as-a-Foreign-Language Learning, Teaching and Testing -- Part 1: Learners’ Development of Interactional Competence -- 2. Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom -- 3. Developing Interactional Competence in a Lingua Franca at the Workplace: An Ethnomethodologically Endogenous Account -- Part 2: Teaching and Testing Practices as Dynamic Processes -- 4. Looking Beyond IRF Moves in EFL Classroom Interaction in China -- 5. EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions -- 6. Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment -- 7. Closing Up Testing: Interactional Orientation to a Timer During a Paired EFL Oral Proficiency Test -- Part 3: Sociocultural and Ideological Forces in Language Teaching -- 8. The ‘Power Game’: Interactional Asymmetries in EFL Collaborative Language Teaching -- 9. Collision of Centripetal and Centrifugal Forces in Iranian EFL Classroom Interaction -- 10. ‘In English, Sorry’: Participants’ Orientation to the English-only Policy in Beginning-level EFL Classroom Interaction -- 11. Teaching English in Marginalized Contexts: Constructing Relevance in an EFL Classroom in Rural Southern Mexico -- 12. Commentary: Fault Lines in Global EFL -- Index
Summary: This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners’ development of interactional competence, the organization of teaching and testing practices, and sociocultural and ideological forces that may impact classroom interaction. With a decided focus on English-as-a-Foreign-Language contexts, the studies involve varied learner populations, from children to young adults to adults, in different learning environments around the world. The insights gained will be of interest to EFL professionals, as well as teacher trainers, policymakers and researchers.
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)9781788922890

Frontmatter -- Contents -- Acknowledgements -- Contributors -- 1. Introduction: Using Conversation Analysis to Understand the Realities of English-as-a-Foreign-Language Learning, Teaching and Testing -- Part 1: Learners’ Development of Interactional Competence -- 2. Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom -- 3. Developing Interactional Competence in a Lingua Franca at the Workplace: An Ethnomethodologically Endogenous Account -- Part 2: Teaching and Testing Practices as Dynamic Processes -- 4. Looking Beyond IRF Moves in EFL Classroom Interaction in China -- 5. EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions -- 6. Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment -- 7. Closing Up Testing: Interactional Orientation to a Timer During a Paired EFL Oral Proficiency Test -- Part 3: Sociocultural and Ideological Forces in Language Teaching -- 8. The ‘Power Game’: Interactional Asymmetries in EFL Collaborative Language Teaching -- 9. Collision of Centripetal and Centrifugal Forces in Iranian EFL Classroom Interaction -- 10. ‘In English, Sorry’: Participants’ Orientation to the English-only Policy in Beginning-level EFL Classroom Interaction -- 11. Teaching English in Marginalized Contexts: Constructing Relevance in an EFL Classroom in Rural Southern Mexico -- 12. Commentary: Fault Lines in Global EFL -- Index

restricted access online access with authorization star

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

This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners’ development of interactional competence, the organization of teaching and testing practices, and sociocultural and ideological forces that may impact classroom interaction. With a decided focus on English-as-a-Foreign-Language contexts, the studies involve varied learner populations, from children to young adults to adults, in different learning environments around the world. The insights gained will be of interest to EFL professionals, as well as teacher trainers, policymakers and researchers.

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 25. Jun 2024)