Investigating Classroom Discourse
By (author) Steve Walsh
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Investigating Classroom Discourse by Steve Walsh
Book DescriptionIntroducing language use and interaction as the basis of good teaching and learning, this invaluable book equips teachers and researchers with the tools to analyze classroom discourse and move towards more effective instruction. Presenting an overview of existing approaches to describing and analyzing classroom discourse, Steve Walsh identifies the principal characteristics of classroom language in the contexts of second language classrooms, primary and secondary classrooms, and higher education settings. A distinct feature of the book are the classroom recordings and reflective feedback interviews from a sample group of teachers that Walsh uses to put forward SETT (Self Evaluation of Teacher Talk) as a framework for examining discourse within the classroom. This framework is used to identify different modes of discourse, which are employed by teachers and students, to increase awareness of the importance of interaction, and to maximize learning opportunities. This book will appeal to applied linguists, teachers and researchers of TESOL, as well as practitioners on MEd or taught doctorate programmes.
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Book DetailsISBN: 9780415364683
(234mm x 156mm x 17mm)
Publisher: Taylor & Francis Ltd
Publish Date: 10-Mar-2006
Country of Publication: United Kingdom
Books By Author Steve Walsh
Classroom Discourse and Teacher Development, Hardback (May 2013)
How does a dynamic classroom operate? What role does interaction play? This title examines the relationship between language, interaction and learning and shows how classroom discourse can be applied to develop and improve teaching. It introduces techniques for encouraging effective data collection and analysis. It includes task commentaries.
Conceptualising 'Learning' in Applied Linguistics, Hardback (August 2010)» View all books by Steve Walsh
An exciting new collection by world-leading researchers in L2 learning addressing: Why do conceptions of 'learning' vary so much in L2 learning research? Is there a conceptualisation of 'learning' to which members of different schools of SLA can subscribe?
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