.

0 (hodnocen0 x )

BK

Cambridge : Cambridge University, 1988

xvii, 221 s.

ISBN 0-521-33980-4

Dotisk v roce 1990

000098381

List of tables and figures xi // Series editors’ preface xiii // Preface xv // 1 Major issues in second language classroom research 1 // The value of second language instruction 4 // The context of second language instruction 4 // Major issues 6 // Learning from instruction 6 // Teacher talk 8 // Learner behavior 9 // Interaction in the classroom 9 // Methodological problems 10 // Overview of the book 11 // 2 Classroom research methods 13 // Four traditions in research 13 // General methodological issues 15 // Quantitative and qualitative approaches 15 // Classroom observation and instrumentation 17 // Dimensions of analysis 21 // Reliability and validity of research instruments 23 // The traditions in perspective 28 // The psychometric approach 28 // The interaction analysis approach 31 // The discourse analysis approach 40 // The ethnographic approach 45 // Conclusion 49 // 3 Teacher talk in second language classrooms 50 // Amount and types of teacher talk 50 // Functional distribution of teacher talk 52 // Modifications in teacher speech 54 // Modifications of speech rate, prosody, phonology 64 // Modifications of vocabulary 71 // Modifications of syntax 73 // Modifications of discourse 84 // Summary of modifications 85 // Elaborated descriptions of teacher discourse 86 // Explanations 86 // Conclusion 87 // 4 Learner behavior in second language classrooms 90 // Language production 91 // Learner production and situational factors 98 // Summary 99 // Input generation 100 // Age and initiating 103 // Social contexts and functions of initiation 103 // Cultural factors and initiation 105 // Summary 105 // Interaction between learners 106 // Classroom organization 107 // Task type 109 // Summary 109 // Learner strategies 109 // Summary 116 // Conclusion 116 // 5 Teacher and student interaction in second language classrooms 118 // Differential allocation of teacher speech to learners 119 //

Choice of language 121 // Functional allocation of language choice 124 // Summary 125 // Questioning behavior 126 // Type of question 126 // Modification of questions 127 // Questioning patterns 129 // Questions in interaction 130 // Summary 131 // Feedback 132 // Feedback as a factor in learning theory 133 // Feedback as error correction 134 // Summary 152 // Conclusion 152 // 6 Learning outcomes 154 // Teacher input and learner comprehension/production 154 // Rate of speech 154 // Syntactic complexity and repetition 155 // Frequency of input 157 // Summary 163 // Formal language instruction 164 // Focus on form 164 // Explicit grammar instruction 165 // Summary 166 // Learner behavior and learning outcomes 167 // Learner production 167 // Learner initiation and interaction 169 // Learning strategies 170 // Summary 170 // Classroom interaction and learning outcomes 171 // Speech addressed to learners 171 // Language of input 171 // Questions and learner production 172 // Feedback and learning outcomes 175 // Summary 178 // Conclusion 178 // Directions for research and teaching 180 // Methodological issues 180 // Observation instruments 180 // Design 182 // Statistics and reporting 183 // Theory and second language classrooms 184 // implications for research and teaching 184 // Presage variables 185 // Context variables 185 // Process variables 189 // The value of second language instruction 191 // References 193 // Index 215