- Bài trích
- Nhan đề: Tracking Immanent Language Learning Behavior Over Time in Task-Based Classroom Work /
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Tác giả CN
| Kunit, Silvia. | |
Nhan đề
| Tracking Immanent Language Learning Behavior Over Time in Task-Based Classroom Work / Silvia Kunitz,
Klara Skogmyr Marian. | |
Mô tả vật lý
| Pages 507–535. | |
Tóm tắt
| In this study, the authors explore how classroom tasks that are commonly used in task-based language teaching (TBLT) are achieved as observable aspects of local educational order (Hester & Francis, 2000) through observable and immanently social classroom behaviors. They focus specifically on students’ language learning behaviors, which they track through the longitudinal conversation-analytic methodology called learning behavior tracking (LBT) (Markee, 2008). From a theoretical point of view, they situate LBT within the ethnomethodological (EM) perspective on social action pioneered by Garfinkel (1967) and relate it to socially defined ways of understanding planning (Burch, 2014; Markee & Kunitz, 2013). In the empirical part of the article, the researchers analyze TBLT work that was conducted in an English as a foreign language (EFL) classroom in a Swedish junior high school. Specifically, they track the occurrences of a learnable (the spelling of the word disgusting) that was emically oriented to as such by the students as they engaged in planning and accomplishing teacher-assigned tasks. The authors then develop an emic, sequential account of the participants’ practical reasoning and dynamically evolving epistemic positions. They argue that this kind of basic empirical research refines our understanding of how TBLT curriculum work is achieved by participants as practical, mundane, and observable activities in language classrooms, and that these insights may feed into more applied research on teacher training, thereby fostering the design of instructional innovations. | |
Từ khóa tự do
| Teacher. | |
Từ khóa tự do
| Teacher. | |
Từ khóa tự do
| Teaching. | |
Tác giả(bs) CN
| Marian, Klara Skogmyr. | |
Nguồn trích
| Volume 51, Issue 3 September 2017- |
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| 100 | 1 |aKunit, Silvia. |
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| 245 | 10|aTracking Immanent Language Learning Behavior Over Time in Task-Based Classroom Work /|cSilvia Kunitz,
Klara Skogmyr Marian. |
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| 300 | |aPages 507–535. |
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| 520 | |aIn this study, the authors explore how classroom tasks that are commonly used in task-based language teaching (TBLT) are achieved as observable aspects of local educational order (Hester & Francis, 2000) through observable and immanently social classroom behaviors. They focus specifically on students’ language learning behaviors, which they track through the longitudinal conversation-analytic methodology called learning behavior tracking (LBT) (Markee, 2008). From a theoretical point of view, they situate LBT within the ethnomethodological (EM) perspective on social action pioneered by Garfinkel (1967) and relate it to socially defined ways of understanding planning (Burch, 2014; Markee & Kunitz, 2013). In the empirical part of the article, the researchers analyze TBLT work that was conducted in an English as a foreign language (EFL) classroom in a Swedish junior high school. Specifically, they track the occurrences of a learnable (the spelling of the word disgusting) that was emically oriented to as such by the students as they engaged in planning and accomplishing teacher-assigned tasks. The authors then develop an emic, sequential account of the participants’ practical reasoning and dynamically evolving epistemic positions. They argue that this kind of basic empirical research refines our understanding of how TBLT curriculum work is achieved by participants as practical, mundane, and observable activities in language classrooms, and that these insights may feed into more applied research on teacher training, thereby fostering the design of instructional innovations. |
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| 653 | 0 |aTeacher. |
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| 653 | 0 |aTeacher. |
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| 653 | 0 |aTeaching. |
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| 700 | 1 |aMarian, Klara Skogmyr. |
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| 773 | |tVolume 51, Issue 3 September 2017 |
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| 890 | |a0|b0|c0|d0 |
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