In Pursuit of Understanding and Response: A Micro-Analysis of Language Alternation Practices in an EFL University Context in Vietnam

Autor/inn/en	Lam Hoang, Thi Giang; Filipi, Anna
Titel	In Pursuit of Understanding and Response: A Micro-Analysis of Language Alternation Practices in an EFL University Context in Vietnam
Quelle	In: Language Learning Journal, 47 (2019) 1, S.116-129 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2016.1221439
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Vietnamese; Code Switching (Language); Foreign Countries; Discourse Analysis; Beginning Teachers; Language Teachers; Teaching Methods; Classroom Communication; College Students; College Faculty; Teacher Student Relationship + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Diskursanalyse; Junior teacher; Junglehrer; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Collegestudent; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This article adopts the methods of conversation analysis to track the details of three English as a foreign language novice teachers' language alternation practices in a Vietnamese tertiary context. The analyses focused on teacher instruction-giving in the pre-entry and main instructional phases of lessons. Findings show that language alternation was an important tool in the organisation of the teachers' instructional talk to pursue student response and establish understanding. A key and recurring finding is that teachers started their instructions or pre-instructions in English but quickly switched to Vietnamese, often without providing any wait time for students to respond. The study also provides empirical evidence for students' reticence but suggests that this may well be the result of teachers' own instructional practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01