Investigating Classroom Discourse
-
- Hardcover
- Taschenbuch ausgewählt
- eBook
-
Sprache:Englisch
108,99 €
inkl. gesetzl. MwSt.,
Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
02.03.2006
Verlag
Taylor and FrancisSeitenzahl
200
Maße (L/B/H)
23,4/15,6/1,1 cm
Gewicht
560 g
Sprache
Englisch
ISBN
978-0-415-36469-0
"Investigating Classroom Discourse" is an exciting new series which addresses the need for a refreshing approach to research on areas of spoken language. These previously compartmentalized contexts, such as media discourse and classroom discourse, are brought together through the common use of corpus linguistics as a framework for analysis.
"Investigating Classroom Discourse" presents language use and interaction as the basis of good teaching and learning, and provides teachers and researchers with the tools to analyse classroom discourse and move towards more effective instruction.
The book provides an overview of the existing approaches to describing and analysing classroom discourse and identifies the principal characteristics of classroom language, by focusing mainly on the second language classroom. Other contexts featured include primary and secondary classrooms as well as higher education settings.
Using spoken corpora, such as classroom recordings and reflective feedback interviews from a sample group of teachers, Steve Walsh demonstrates the SETT (Self Evaluation of Teacher Talk) as a framework for analysing discourse within the classroom, and highlights the improvements SETT promotes.
Investigating Classroom Discourse will appeal to applied linguists, teachers and researchers of TESOL, as well as practitioners on MEd or taught doctorate programmes.
"Investigating Classroom Discourse" presents language use and interaction as the basis of good teaching and learning, and provides teachers and researchers with the tools to analyse classroom discourse and move towards more effective instruction.
The book provides an overview of the existing approaches to describing and analysing classroom discourse and identifies the principal characteristics of classroom language, by focusing mainly on the second language classroom. Other contexts featured include primary and secondary classrooms as well as higher education settings.
Using spoken corpora, such as classroom recordings and reflective feedback interviews from a sample group of teachers, Steve Walsh demonstrates the SETT (Self Evaluation of Teacher Talk) as a framework for analysing discourse within the classroom, and highlights the improvements SETT promotes.
Investigating Classroom Discourse will appeal to applied linguists, teachers and researchers of TESOL, as well as practitioners on MEd or taught doctorate programmes.
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