The Multifaceted Ecology of Language Play in an Elementary School EFL Classroom

Autor/in	Kang, Dae-Min
Titel	The Multifaceted Ecology of Language Play in an Elementary School EFL Classroom
Quelle	In: International Journal of Bilingual Education and Bilingualism, 20 (2017) 1, S.84-101 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1041874
Schlagwörter	Foreign Countries; Language Usage; Second Language Learning; English (Second Language); Elementary School Students; Ecological Factors; Teacher Student Relationship; Power Structure; Attitude Change; Outcomes of Education; Grade 6; Data Analysis; Peer Relationship; Second Language Instruction; Teaching Methods; Observation; Semi Structured Interviews; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Ausland; Sprachgebrauch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ökologischer Ansatz; Teacher student relationships; Lehrer-Schüler-Beziehung; Attitudinal change; Einstellungsänderung; Lernleistung; Schulerfolg; School year 06; 6. Schuljahr; Schuljahr 06; Auswertung; Peer-Beziehungen; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung
Abstract	Language play (LP) in second language (L2) classrooms has attracted increasing attention in recent years, but descriptions and explanations of LP construction in English as a foreign language (EFL) settings remain insufficient. This paper reports the discursive processes of LP construction in an elementary school EFL classroom in Korea. I found that teacher/learner agency and the LP production influenced each other bi-directionally in complex ways. Additionally, the LP production was found to relate to teacher authority and inter-student power relations. Interestingly, the moment-to-moment shifts in attitudes on the teacher's and students' parts resulted in the (re)emergence of agency which decided the direction of the practice of LP production, i.e., motivating or demotivating interactants to produce LP. Concerning the students' contextually situated EFL learning outcomes, the ludic function of the LP contributed to an improvement in the outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01