Malabarba / Nguyen Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts

Erscheinungsjahr 2019
ISBN: 978-1-78892-290-6
Verlag: Multilingual Matters
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, Band 63, 328 Seiten

Reihe: New Perspectives on Language and Education

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.

Autoren/Hrsg.

Malabarba, Taiane

Nguyen, Hanh Thi

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Semantik & Pragmatik
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit

Inhaltsverzeichnis

Chapter 1. Taiane Malabarba and Hanh thi Nguyen: Introduction

Part I: Learners’ Development of Interactional Competence

Chapter 2. Maria Vanessa aus der Wieschen and Søren Eskildsen: Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom

Chapter 3. Hanh thi Nguyen: Developing Interactional Competence in a Lingua Franca at the Workplace: An Ethnomethodologically Endogenous Account

Part II: Teaching and Testing Practices as Dynamic Processes

Chapter 4. Jingya Li: Looking beyond IRF Moves in EFL Classroom Interactions in China

Chapter 5. Dilara Somuncu and Olcay Sert: EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions

Chapter 6. Eric Hauser: Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment

Chapter 7. Tim Greer: Closing up Testing: Interactional Orientation to a Timer during a Paired EFL Oral Proficiency Test

Part III: Socio-cultural and Ideological Forces in Language Teaching

Chapter 8. Josephine Lee: The “Power Game”: Interactional Asymmetries in EFL Collaborative Language Teaching

Chapter 9. Mostafa Pourhaji: Collision of Centripetal and Centrifugal Forces in Iranian EFL Classroom Interaction

Chapter 10. Taiane Malabarba: “In English, sorry”: Participants' Orientation to the English-Only Policy in Beginning-Level EFL Classroom Interaction

Chapter 11. Peter Sayer, Taiane Malabarba and Leslie Moore: Teaching English in Marginalized Contexts: Constructing Relevance in an EFL Classroom in Rural Southern Mexico

Chapter 12. Johannes Wagner: Commentary: Fault Lines in Global EFL

Index

Über Autor(innen)

Malabarba, Taiane
Taiane Malabarba is adjunct professor of Applied Linguistics in the Department of English and American Studies at University of Potsdam, Germany. Her research interests center on applying ethnomethodological conversation analysis and interactional linguistics to studies on L2 pedagogy, classroom interaction, and teacher education. Her work has appeared in Classroom Discourse and Calidoscópio and she recently co-edited a book on EFL learning, teaching, and testing.

Hanh thi Nguyen is Professor of Applied Linguistics in the Department of English and Applied Linguistics at Hawai'i Pacific University. Her research interests include the development of interactional competence in a second or professional language, social interaction in language learning situations and learners' transforming identities.

Taiane Malabarba is Assistant Professor in the Language Department at Universidade do Vale do Rio dos Sinos, Brazil. Her research interests include EFL teaching and learning, classroom interaction, language policy and teacher education.