Small Group Talk and Reading Comprehension. Language in the Classroom: A Series. 2.

Autor/inn/en	Elliott, M. M.; Washburn, W. V.
Institution	Calgary Univ. (Alberta). Faculty of Education.
Titel	Small Group Talk and Reading Comprehension. Language in the Classroom: A Series. 2.
Quelle	(1977), (25 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Communication (Thought Transfer); Discussion (Teaching Technique); Expressive Language; Group Discussion; Group Dynamics; Interaction; Interaction Process Analysis; Language Usage; Learning Processes; Linguistics; Oral Language; Reading Comprehension; Reading Research; Secondary Education; Self Directed Groups; Student Teacher Relationship; Teacher Role + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Communication; thought; Kommunikation; Gedanke; Gruppendiskussion; Gruppendynamik; Interaktion; Prozessanalyse; Sprachgebrauch; Learning process; Lernprozess; Linguistik; Oral interpretation; Mündlicher Sprachgebrauch; Leseverstehen; Leseforschung; Sekundarbereich; Lehrerrolle
Abstract	This pamphlet is the second in a series of ten stemming from the view that language is central to learning, that teachers can gain insights into their work and into learning by examining the language of the classroom, and that current language theory can be the means to such insights. The pamphlet contains a description of a study designed to discover how talk enabled four secondary school students to comprehend the meaning embedded in difficult readings. It includes the procedures followed; selections from transcripts emphasizing the successful techniques used by the students, as well as the problems they encountered, in a discussion of a prose work; and selections from a transcript of a discussion of a poem in which the teacher participated. Among the results cited are that shared personal experiences led to relevancy; that through use, vocabulary was internalized; and that students relied on each other rather than on an authority to discover meaning. Other findings reported are that an apparent nonparticipant in the discussions actually played an active role and that the students' attempts at word analysis sometimes led to confusion. The prose selection and the poem used for the study are appended. (FL)
Anmerkungen	Language in the Classroom Project, Room 706, EDCI, Faculty of Education, University of Calgary, Calgary, Alberta, Canada ($1.00 per copy; set of 10, $9.00, enclose payment with order)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01