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Publications (37)
This article reports on the findings from a technology-enhanced teacher learning project where the SETTVEO app (Self Evaluation of Teacher Talk through Video Enhanced Observation) was used to support teachers’ reflective practices and professional development. Participants in the project were a group of 40 student teachers (ST) from Hong Kong, who...
This study aims to study the interactional organization of English teachers’ acknowledgment followed by type-specific questions. Shaping learners’ contributions via acknowledgment and type-specific questions is argued to be a part of Classroom Interactional Competence as the 5th skill in language teaching. Hence, this two-step move is studied to ac...
Synchronous online language lessons (SOLLs) are distinctly different from in-person lessons. Although digital tools, specifically, videocon-ferencing software, make doing SOLLs possible, these tools have specific affordances and constraints pertaining to how we engage, interact, and relate-creating new literacy practices. This study reports on a pr...
*Free e-prints: https://www.tandfonline.com/eprint/Q7U33MVP67A64WSQPWJS/full?target=10.1080/19463014.2021.1910051
Research on humour in second language classrooms has widely focused on the roles, social functions and markers of humour in interaction; however, little attention has been paid to the sequential mechanisms of humour and the relationship...
Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation create...
Studies on nonverbal behavior that accompanies speech are common; however, conversation-analytical studies focusing on nonverbal phenomena that can initiate repair on their own is very rare (Taleghani-Nikazm, 2007; Olsher, 2004; Seo & Koshik, 2010), and most of them do not focus on the observations in this study, which are leaning forward and cuppi...
This chapter focuses on the interactional dynamics of L2 English classrooms with an emphasis on how teachers mediate opportunities for learning. In L2 English classrooms, including English as a foreign language, English as a medium of instruction, and content and language-integrated learning settings, teachers require particular skills which allow...
Title: A micro-analytic investigation into teacher-initiated humour as a repair initiator in L2 classroom contexts
Classroom talk is full of humour, language play, and other acts of creative language use (Pomerantz and Bell, 2016, pp. 73-74). Much work on humour in L2 classrooms has widely focused on the roles, social functions, and the markers of...
This book represents the first collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspectives through which CLIL has been investigated within Applied Linguistics. The book aims to show how the four perspectives of Second Language Acquisition (SLA), Systemic Functional Linguistics (SFL), Discou...
The last editorial of founding editors Steve Walsh and Tom Morton, marking the transition to the new editorial board of 'Classroom Discourse'.
In this paper, I consider how a combined corpus linguistics and conversation analysis methodology can reveal new insights into the relationship between interaction patterns, language use, and learning. The context of the paper is higher education small group teaching sessions and data are drawn from a one million word corpus, the Limerick-Belfast C...
This article makes the case for an approach to reflective practice (RP) that is both evidence-based and data-led. We argue
that, while RP within the field of TESOL enjoys a relatively high level of acceptance and status (perhaps even an orthodoxy),
it has little corresponding knowledge base that demonstrates how RP ‘gets done’. We propose a need fo...
This paper reports on a microanalytic study which examines the ways in which teachers create ‘space for learning’ Using data from two English language classes recorded in China, we identify specific interactional features which create space, enhance participation and increase opportunities for learning. Adopting the theoretical underpinnings and pr...
This chapter offers, in the first instance, a theoretical perspective on the merits and potential problems associated with a combined Corpus Linguistics (CL) and Conversation Analytic (CA) (henceforth, CLCA) approach to the study of language. Secondly, the chapter considers some of the practical outcomes offered by a combined CLCA approach and look...
This paper provides a critical review of reflective practice (RP), drawing attention to particular problems with its representation, as well as proposing a more evidence-based and data-led approach to RP. Our central argument is that RP in the fields of applied linguistics, TESOL and education has achieved a status of orthodoxy without a correspond...
In this paper, we consider how a combined corpus linguistics and conversation analysis methodology can reveal new insights into the relationship between interaction patterns, language use, and learning. The context of the paper is higher education small group teaching sessions and our data are drawn from a one million word corpus, the Limerick-Belf...
This paper primarily investigates the interactional unfolding and management of ‘claims of insufficient knowledge’ (Beach and Metzger 1997) in two English language classrooms from a multi-modal, conversation-analytic perspective. The analyses draw on a close, micro-analytic account of sequential organisation of talk as well as on various multi-semi...
In this article, we consider how corpus linguistics (CL) and conversation analysis (CA) can be used together to provide enhanced descriptions of spoken interaction in the context of small group teaching in higher education. From our analysis of the data, we show how the two approaches can be combined in an iterative process to account for features...
This article explores the pedagogical beliefs and classroom interactions of two secondary school English‐as‐a‐foreign‐language teachers – one novice and one experienced – in the People’s Republic of China. Using interview and classroom observation data, our study depicts the teachers’ pedagogical beliefs about teaching and learning by comparing wha...
This article presents findings from what we believe to be the first large-scale study of its kind on the use of ICT (information and communications technology) in English language classes in China. Participants are 400 EFL (English as a foreign language) teachers from different types of schools in Beijing. The purpose of the study was to examine th...
This study explored the beliefs of ‘non-native English speaking’ teachers about the usefulness and appropriacy of varieties such as English as an International Language (EIL) and English as a Lingua Franca (ELF), compared with native speaker varieties. The study therefore addresses the current theoretical debate concerning ‘appropriate’ target mode...
This paper proposes a process model of reflective practice for second language teachers, designed to facilitate a closer understanding of language use and interactive decision-making. The L2 classroom is portrayed as a dynamic and complex series of inter-related contexts, in which interaction is central to teaching and learning. An understanding of...
This chapter tackles a number of the conceptual and methodological problems involved in analysing how L2 learning is related to classroom interaction from a Conversation Analysis (CA) perspective. The chapter consists of two sections: part 1 looks at socially-distributed cognition in L2 classroom interaction and part 2 at classroom interactional co...
An exciting new collection by world-leading researchers in L2 learning addressing: Why do conceptions of ‘learning’ vary so much in L2 learning research? Is there a conceptualisation of ‘learning’ to which members of different schools of SLA can subscribe?. © Paul Seedhouse, Steve Walsh and Chris Jenks 2010 and their individual authors 2010.
In this paper, we consider how a combined corpus linguistics and conversation analysis methodology can reveal new insights into the relationship between interaction patterns, language use, and learning. The context of the paper is higher education small group teaching sessions and our data are drawn from a one million-word corpus, the Limerick-Belf...
The case for critical reflective practice (CRP) among teachers has been advocated for some time. Reflective practice is now at the heart of a number of teacher education programmes and is regarded as an important element in the preparation of new teachers. While it is clear that CRP is highly regarded by teacher educators, less clear is whether new...
This paper considers ways in which a detailed understanding of classroom discourse can be achieved through the use of reflective practices and professional dialogue. For the teacher, understanding classroom communication, being able to ‘shape’ learner contributions and making strategic decisions in the moment-by-moment unfolding of a lesson are reg...
Introducing language use and interaction as the basis of good teaching and learning, this invaluable book equips teachers and researchers with the tools to analyze classroom discourse and move towards more effective instruction. Presenting an overview of existing approaches to describing and analyzing classroom discourse, Steve Walsh identifies the...
To what extent do teachers of EFL hinder or facilitate learner contributions by their use of language? How can teachers enhance the quantity and quality of learner output by more careful language use? In what ways do teachers deny learning opportunities by ‘filling in the gaps’ or ‘smoothing over’ learner contributions? Adopting the position that m...
Two volumes in one. Thesis (Ph. D.)--Queen's University of Belfast, 2001. Includes bibliographical references. Photocopy.
