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Tác giả CN	Karas, Michael.
Nhan đề	Turn-taking and silent learning during open class discussions / Michael Karas.
Thông tin xuất bản	2017.
Mô tả vật lý	p. 13–23.
Tóm tắt	This study investigates turn-taking and silent learning during teacher-fronted open class discussions. Drawing on classroom observations and interview data, the study tracks the turn-taking habits of an advanced level EAP class in Ontario, Canada, and investigates how students use their non-verbal time during class discussions to enhance language learning. The participants use a variety of turn-taking mechanisms in order to enter classroom conversation, but many of the speaking turns are short and participation is unequal. For some, their lack of verbal contribution is due to various internal and external causes of reticence. However, the interview data reveal a variety of ways that some of these L2 learners silently engage with the discussion and enhance their language learning. Silent learning strategies, the impact of different cultural learning practices, and potential pedagogical suggestions are all discussed.
Thuật ngữ chủ đề	Leaning-Investigates
Từ khóa tự do	Turn-taking
Từ khóa tự do	Silent learning
Từ khóa tự do	Investigates
Nguồn trích	ELT Journal, Volume 71, Issue 1, 1 (January 2017)- 71/1


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100	1 \|aKaras, Michael.
245	10\|aTurn-taking and silent learning during open class discussions / \|cMichael Karas.
260	\|c2017.
300	10\|ap. 13–23.
520	\|aThis study investigates turn-taking and silent learning during teacher-fronted open class discussions. Drawing on classroom observations and interview data, the study tracks the turn-taking habits of an advanced level EAP class in Ontario, Canada, and investigates how students use their non-verbal time during class discussions to enhance language learning. The participants use a variety of turn-taking mechanisms in order to enter classroom conversation, but many of the speaking turns are short and participation is unequal. For some, their lack of verbal contribution is due to various internal and external causes of reticence. However, the interview data reveal a variety of ways that some of these L2 learners silently engage with the discussion and enhance their language learning. Silent learning strategies, the impact of different cultural learning practices, and potential pedagogical suggestions are all discussed.
650	\|aLeaning\|xInvestigates
653	\|aTurn-taking
653	\|aSilent learning
653	0 \|aInvestigates
773	0 \|tELT Journal, Volume 71, Issue 1, 1 (January 2017)\|g71/1
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