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On the contingent nature of language‐learning tasks

Auteur(s)
Hellermann, John
Editeur(s)
Pekarek Doehler, Simona 
Institut des sciences du langage et de la communication 
Date de parution
2010
In
Classroom Discourse, Taylor & Francis, 2010/1/1/25-45
Mots-clés
  • language‐learning tas...

  • classroom interaction...

  • conversation analysis...

  • small group teaching

Résumé
Using methods from conversation analysis, this paper explores ways that teacher‐designed language‐learning task interactions can vary in their performance due to the nature of face‐to‐face interaction. The analysis describes three task interactions from language‐learning classrooms, showing how the contingencies that are necessitated by learners working in small groups provide for different task performance as well as different potentials for language learning. The video‐recorded interactions come from two different classroom contexts: adult English‐language learners in the USA and adolescent learners of French in Switzerland. In each context, the learners are engaged in a directions‐giving task. Participants’ individual and group orientations to these similar teacher‐designed tasks lead to different co‐constructed performances of the task and, in each case, unique learning potentials.
URI
https://libra.unine.ch/handle/123456789/9454
DOI
10.1080/19463011003750657
Autre version
http://dx.doi.org/10.1080/19463011003750657
Type de publication
Resource Types::text::journal::journal article
Dossier(s) à télécharger
 main article: Hellermann_John_-_On_the_contingent_nature_of_language_learning_tasks_20130308.pdf (698.04 KB)
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