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3 results

  • Chapter Four - Opportunities for Language Output

  • Rosemary Erlam, University of Auckland, Jenefer Philp, Lancaster University, Diana Feick, University of Auckland
  • Book:
    Teaching Languages to Adolescent Learners
    Published online:
    17 September 2021
    Print publication:
    30 September 2021, pp 64-88
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  • Summary

    This chapter investigates why output, alongside input, is considered essential for the language learning process and what sort of output is most likely to lead to successful language acquisition. It draws on research in second language acquisition to define output, and uses an example from a classroom to demonstrate how engaging in output may have afforded learning opportunities for the student. It discusses the notion of ‘pushed output’ and suggest ways that learners may be encouraged to ‘push’ their output, including classroom examples. The different advantages, for the language learner, of opportunities for written (as opposed to spoken) output are discussed and examples from the classroom are included along with teacher comments. Referring to the idea of the importance of ‘challenge’ accompanied by ‘support’, teachers describe how they support students to deal with the challenge of producing language output. An example of an extended dialogue between a teacher and student is used to show how output may be viewed through the lens of sociocultural theory. This dialogue is used to discuss how learning may have been promoted as the teacher ‘pushed’ but also ‘scaffolded’ the learner to communicate effectively.

  • Collaborative dialogue in synchronous computer-mediated communication and face-to-face communication

  • Gang Zeng
  • Journal:
    ReCALL / Volume 29 / Issue 3 / September 2017
    Published online by Cambridge University Press:
    02 May 2017, pp. 257-275

  • Previous research has documented that collaborative dialogue promotes L2 learning in both face-to-face (F2F) and synchronous computer-mediated communication (SCMC) modalities. However, relatively little research has explored modality effects on collaborative dialogue. Thus, motivated by sociocultual theory, this study examines how F2F compares with SCMC regarding the generation of collaborative dialogue specifically in terms of its frequency and nature. Thirty-two Chinese English as a foreign language (EFL) students participated in this study and completed two types of collaborative tasks (i.e. dictogloss and jigsaw) in dyads in both modalities. The analyses of learners’ exchanges focused on language-related episodes (LREs), the instantiation of collaborative dialogue. The identified LREs were categorized based on their focus, outcome and type. A follow-up questionnaire was conducted to elicit students’ perspectives. The results revealed that LREs were more frequent in SCMC than in F2F. Furthermore, the analyses of the nature of LREs indicated some cross-modality differences: whereas SCMC LREs had the features of orthographical, correct and self-correction outcomes, F2F LREs were characterized by incorrect and request for assistance outcomes. Pedagogical implications and suggestions for the future research were also discussed.

  • Chapter 25 - Measuring Child Well-Being in Schools

  • from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
  • Edited by Barbara Kelly, University of Strathclyde, Daniel F. Perkins, Pennsylvania State University
  • Book:
    Handbook of Implementation Science for Psychology in Education
    Published online:
    05 November 2012
    Print publication:
    20 August 2012, pp 423-442

  • Summary

    Co-operative learning is widely accepted as a pedagogical practice that can be employed in classrooms to stimulate students' interest in learning through collaborative interaction with their peers. When children work co-operatively, they learn to listen to what others have to say, give and receive help and discuss different ideas, and in so doing, they learn to develop mutual understandings of the topic at hand. However, whilst co-operative learning provides opportunities for students to dialogue, concern has been expressed about the quality of the discourse that often emerges if students are left to engage in discussions without training in how to interact with others. This chapter discusses the teacher's role in promoting effective small-group discourse. It presents two studies of teachers' discourse during co-operative and small-group learning. These studies provide unique insights into how teachers can use language to promote collaborative dialogue in the classroom during co-operative learning.