"Something for Linguists": On-the-fly Grammar Instruction in a Dutch as Foreign Language Classroom
This article examines grammar instruction produced on the fly by a teacher in response to students' questions in a Dutch as foreign language classroom. Such sequences merit attention because they present teachers with the opportunity and the challenge to provide unplanned instruction on an aspect of grammar to which a student has shown herself to be attending. Using the tools of conversation analysis, we examine two sequences in which a student initiates talk about Dutch grammar and the teacher constructs a mini-lesson using talk, gesture and writing on the blackboard. In first, the teacher pr... Mehr ...
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Dokumenttyp: | Artikel |
Erscheinungsdatum: | 2014 |
Reihe/Periodikum: | L2 Journal, Vol 6, Iss 1, Pp 1-20 (2014) |
Verlag/Hrsg.: |
eScholarship Publishing
University of California |
Schlagwörter: | Theory and practice of education / LB5-3640 / Philology. Linguistics / P1-1091 |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-26629320 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://doaj.org/article/b2b241f4ed6a440885860044ce418e7e |
This article examines grammar instruction produced on the fly by a teacher in response to students' questions in a Dutch as foreign language classroom. Such sequences merit attention because they present teachers with the opportunity and the challenge to provide unplanned instruction on an aspect of grammar to which a student has shown herself to be attending. Using the tools of conversation analysis, we examine two sequences in which a student initiates talk about Dutch grammar and the teacher constructs a mini-lesson using talk, gesture and writing on the blackboard. In first, the teacher produces a paradigm, a practice used widely in linguistics and L2 education. In the second, he produces a contrastive pair, a common practice in linguistics. We consider tensions entailed in on-the-fly grammar instruction produced in response to students' questions.