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: TESL-EJ, 12 (2008) 2, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Interaction Process Analysis; English (Second Language); Language Teachers; Computer Mediated Communication; Second Language Instruction; Language Usage; Second Language Learning; Comparative Analysis; Classroom Communication; Discourse Analysis; Classification; Intensive Language Courses; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Prozessanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Computerkonferenz; Fremdsprachenunterricht; Sprachgebrauch; Zweitsprachenerwerb; Klassengespräch; Diskursanalyse; Classification system; Klassifikation; Klassifikationssystem; Intensivkurs; Sprachkurs; Ausland; Kanada
Abstract	This 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. (Contains 7 tables, 2 figures and 5 notes.) (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10