Classroom Discourse for TESOL Students Term Paper

A look at classroom dialogue analysis for Korean TESOL students.
# 151955 | 3,652 words | 20 sources | APA | 2012 | CA
Published on Oct 31, 2012 in Research Designs (General) , Education (ESL)


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Description:

This paper examines and analyzes various components of conversations of English language learners in Korea. First, the paper describes how the teacher leads various conversations in the classroom setting through asking questions to the students. Then, the paper discusses how the main components of the study are considered from the standpoint of sequences used in the dialog. An extensive literature review presents information about major research done in this area. Additionally, the paper includes examples of conversations that took place among students in the English language classroom. In particular, these examples involve turn-taking in dialogs and analysis of sequence organization. Finally, the paper explores the concept of repair in-depth as it relates to conversations.

Introduction
Literature Review
Turn Taking
Analytic Description of the Turn Taking
Comments on Potential Learning Sites in Turn Taking
Analytic Description of Sequence Organization
Comments on Potential Learning Sites in Sequence Organization
Analytic Description of the Turn Construction
Comments on Potential Learning Sites in Turn Construction
Analytic Description of Repair
Comments on Potential Learning Sites in Repair
Discussion
Summary

From the Paper:

"Turn construction focuses on three components that show what kind of turn taking has taken place namely clausal, pharasal, and lexical. When looking at what took place in the above transcript it is possible to tell that on line 123 the teacher starts the sequence with a clause sequence and S1 also answers with a clausal sequence on line 126 that took .6 seconds, which is a bit long as shown by the bricolage S1 used to take turn. The "yeah" reply on line 130 by S1 using a lower tone according to the degree sign is a lexical reply since it is only a single word. On line 135 the teacher comes in with a speeded up "very good" complement according to greater than sign, which is a phrasal sequence construction followed by S1's "Yeh" on line 136, which is lexical again. The sequence construction on line 145 and 146 is also phrasal because although it makes sense, it is a collection of words that lack subject. The complement on line150 again is phrasal since it is a combination of two words with no subject or verb. Another component to look at in turn construction is the transition relevance place (TRP), where there is an indication at the end of a turn that a speaker change is possible."

Sample of Sources Used:

  • Allwright, D. & Bailey, K. D. 1991. Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge: CUP.
  • Anton, M. 1999. The discourse of a learner-centred classroom: Sociocultural perspectives of teacher-learners interaction in the second-language classroom. The Modern Language Journal, 83:
  • Bilmes, J. 1997. Being interrupted. Language in Society, 26:
  • Cazden, C. 1988. Classroom discourse: The language of teaching and learning. Portsmouth, New Hampshire: Heinemann.
  • Chaudron, C. 1987. The role of error correction in second language teaching. In B. K. Das(ed.), Patterns of classroom interaction in Southeast Asia. RLC Anthology series, 17:

Cite this Term Paper:

APA Format

Classroom Discourse for TESOL Students (2012, October 31) Retrieved April 21, 2021, from https://www.academon.com/term-paper/classroom-discourse-for-tesol-students-151955/

MLA Format

"Classroom Discourse for TESOL Students" 31 October 2012. Web. 21 April. 2021. <https://www.academon.com/term-paper/classroom-discourse-for-tesol-students-151955/>

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