Communicative Interaction: A Guide for Language Teachers.

Autor/in	Johnstone, Richard
Institution	Centre for Information on Language Teaching and Research, London (England).
Titel	Communicative Interaction: A Guide for Language Teachers.
Quelle	(1989), (218 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-948003-08-1
Schlagwörter	Leitfaden; Unterricht; Lehrer; Class Activities; Classroom Communication; Classroom Research; Classroom Techniques; Communicative Competence (Languages); Foreign Countries; Interpersonal Communication; Language Proficiency; Professional Development; Second Language Instruction; Second Language Learning; Student Motivation + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassengespräch; Klassenführung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; Interpersonale Kommunikation; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; Zweitsprachenerwerb; Schulische Motivation
Abstract	Aspects of communication, particularly in the language classroom, that contribute to or inhibit communicative interaction are discussed in this 11-chapter book. The first chapter offers a general discussion of the elements of interpersonal communication. Chapters 2 and 3 outline strategies that language teachers might adopt to engage and sustain communication in the classroom. Two kinds of strategies are examined: those that reduce problems and simplify the learning task, and those that create challenges for students. Chapters 4 through 7 focus on strategies that can be introduced into the classroom to enhance communication, including those that: (1) reduce the scope of a communication problem; (2) help the student achieve his communication goal without modification; (3) develop either basic interpersonal communication skills or cognitive-academic language proficiency; and (4) enhance motivation. The eighth chapter looks at the functions involved in important everyday and specialized types of speech act. Chapter 9 suggests classroom activities for promoting range, fluency, and accuracy of communication. Practical ways in which the teacher can design action research to improve classroom communicative interaction are offered in chapter 10, and the final chapter outlines a developmental, as contrasted with a traditional content-based, language curriculum model. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01