Language in Classroom Interaction: Theory and Data
1977; Taylor & Francis; Volume: 19; Issue: 2 Linguagem: Inglês
10.1080/0013188770190205
ISSN1469-5847
Autores Tópico(s)EFL/ESL Teaching and Learning
ResumoSummary The phenomena considered in this paper, in a variety of constituted forms, are aspects of verbal interaction in classrooms. We attempt to show that whether researchers approach classroom talk from the perspective of systematic observation, ethnography or sociolinguistics, their underlying theoretical assumptions determine the ‘facts’ that they record and the interpretations they are able to offer. By asking how researchers arrive at their abstract description of events, we try to place these different approaches to classroom interaction within a common framework, and to highlight their various strengths and weaknesses.
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