Atjaunināt sīkdatņu piekrišanu

Exploring Classroom Discourse: Language in Action [Mīkstie vāki]

4.00/5 (8 ratings by Goodreads)
(University of Newcastle, UK)
  • Formāts: Paperback / softback, 248 pages, height x width: 234x156 mm, weight: 470 g, 5 Tables, black and white
  • Sērija : Routledge Introductions to Applied Linguistics
  • Izdošanas datums: 04-Mar-2011
  • Izdevniecība: Routledge
  • ISBN-10: 0415570670
  • ISBN-13: 9780415570671
Citas grāmatas par šo tēmu:
  • Mīkstie vāki
  • Cena: 58,61 €
  • Grāmatu piegādes laiks ir 3-4 nedēļas, ja grāmata ir uz vietas izdevniecības noliktavā. Ja izdevējam nepieciešams publicēt jaunu tirāžu, grāmatas piegāde var aizkavēties.
  • Daudzums:
  • Ielikt grozā
  • Piegādes laiks - 4-6 nedēļas
  • Pievienot vēlmju sarakstam
Exploring Classroom Discourse: Language in ActionPalielināt
  • Formāts: Paperback / softback, 248 pages, height x width: 234x156 mm, weight: 470 g, 5 Tables, black and white
  • Sērija : Routledge Introductions to Applied Linguistics
  • Izdošanas datums: 04-Mar-2011
  • Izdevniecība: Routledge
  • ISBN-10: 0415570670
  • ISBN-13: 9780415570671
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780415570671.html
Keywords:

Routledge Introductions to Applied Linguistics consists of introductory level textbooks covering the core topics in Applied Linguistics, designed for those entering postgraduate studies and language professionals returning to academic study. The books take an innovative "practice to theory" approach, with a ‘back to front’ structure which takes the reader from real life problems and issues in the field, then enters into a discussion of intervention and how to engage with these concerns. The final section concludes by tying the practical issues to theoretical foundations. Additional features include tasks with commentaries, a glossary of key terms, and an annotated further reading section.

This book looks particularly at the relationship between language, interaction and learning. Providing a comprehensive account of current perspectives on classroom discourse, the book aims to promote a fuller understanding of interaction, regarded as being central to effective teaching and introduces the concept of classroom interactional competence (CIC).

The case is made in this book for a need not only to describe classroom discourse, but to ensure that teachers and learners develop the kind of interactional competence which will result in more engaged, dynamic classrooms where learners are actively involved in the learning process. This approach makes an invaluable resource for language teachers, as well as students of language and education, and language acquisition within the field of applied linguistics.

Recenzijas

I just have to tell you how much I am enjoying Exloring Classroom Discourse. It's accessible, comprehensive and generally a lovely, lovely book. One of the best books I've read for a long time. - Joan Cutting, University of Edinburgh, UK

"...'Exploring Classroom Discourse' has much to offer both pre- and in-service teachers, as well as researchers into classroom discourse, and postgraduate students in various areas of applied linguistics. It is notable for clarity of expression, and distils material from a wide range of academic studies into a brew which should prove more than palatable for both teachers and teacher educators."

In System, Brian Poole, English Language Institute of Singapore

"This text speaks powerfully to both teacher educators and teachersin-training, not only guiding them through classroom discourse exploration, but reminding them every step of the way why such investigation is essential." - Discourse Studies '... what strikes one is the genuine interlinking of theory and practice, and the great potential of the framework presented in this book to support productive self-scrutiny and reflective practice among language teachers - or teachers more widely. It is impossible to capture in a brief review the many insights which this book contains, so I would simply say that "Exploring Classroom Discourse" has much to offer both pre- and in-service teachers, as well as researchers into classroom discourse, and post-graduate students in various areas of applied linguistics. It is notable for clarity of expression, and distils material from a wide range of academic studies into a brew which should prove more than palatable for both teachers and teacher educators.' - System

Series editors' introduction vii
1 Introduction
1(23)
Introduction
1(1)
The nature of classroom interaction
2(15)
The IRF exchange structure
17(3)
Challenges for teachers and learners
20(2)
Summary
22(2)
2 Classroom discourse and teaching
24(24)
Introduction
24(1)
Classrooms as contexts
24(2)
Task-based language teaching
26(5)
Interaction and teaching
31(4)
Classroom discourse and teacher development
35(12)
Summary
47(1)
3 Classroom discourse and learning
48(19)
Introduction
48(1)
Language learning and interaction
48(4)
Learning as a cognitive activity
52(10)
Learning as a social process
62(4)
Summary
66(1)
4 Approaches to studying classroom discourse
67(23)
Introduction
67(1)
Recording and transcribing classroom interaction
67(7)
Interaction analysis approaches
74(7)
Discourse analysis approaches
81(3)
Conversation analysis approaches
84(5)
Summary
89(1)
5 Alternative approaches to studying classroom discourse
90(20)
Introduction
90(1)
Corpus linguistics
90(8)
Combined approaches
98(5)
Variable approaches
103(6)
Summary
109(1)
6 Enhancing understandings of classroom discourse
110(27)
Introduction
110(1)
The SETT framework: modes
111(14)
The SETT framework: interactures
125(4)
Using SETT
129(6)
Summary
135(2)
7 Classroom discourse as reflective practice
137(21)
Introduction
137(1)
The teacher as reflective practitioner
138(8)
Developing reflective practices through SETT
146(11)
Summary
157(1)
8 Classroom interactional competence
158(24)
Introduction
158(1)
Interactional competence
159(6)
Classroom interactional competence
165(12)
Developing CIC in teachers and learners
177(3)
Summary
180(2)
9 Conclusions
182(35)
Classroom discourse: looking back
182(4)
Classroom discourse: future directions
186(31)
Task commentaries
191(21)
Appendix A
212(4)
Appendix B
216(1)
Glossary 217(5)
Further reading 222(4)
References 226(9)
Index 235
Steve Walsh is a senior lecturer in the School of Education, Communication and Language Sciences, Newcastle University,UK. He is the Editor of Classroom Discourse, a Routledge journal.