Teacher Language in ESL Face-to-Face and Written Electronic Discussions.

Autor/inn/en	Fitze, Michael; McGarrell, Hedy M.
Titel	Teacher Language in ESL Face-to-Face and Written Electronic Discussions.
Quelle	In: Teaching English as a second or foreign language, 12 (2008) 2, S. 1-24 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Abbildungen 2; Anmerkungen 5
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Empirische Forschung; Digitale Medien; Interaktion; Vergleichende Analyse; Fremdsprachenunterricht; Englischunterricht; Schreiben; Diskussion; Effizienz
Abstract	The repeated-measures, counter-balanced study reports on a comparison of quantity and quality of one teacher's language in face-to-face (FTF) and written electronic (WE) discussions with advanced English as a Subsequent Language (ESL) students. Transcripts from the two types of discussions were compared for complexity of teacher input and the language functions this input served during the discussions. Analyses show that the teacher contributed more words, more t-units, and longer t-units to the FTF discussions, and his contributions were longer, consisting of more t-units. The teacher's input to the FTF discussions, unlike the WE discussion, created inequality in participation in the whole group. In the WE setting, teacher language encouraged interaction with individual students, while in the FTF setting, it tended to promote interaction with the whole group. Categorization and analysis of the language functions used showed statistically significant differences. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3