Classroom Interactional Competence of Young Learners with Story-Based Lessons in an EFL Context

Autor/inn/en	Atay, Eylem; Saraçoglu, Semra
Titel	Classroom Interactional Competence of Young Learners with Story-Based Lessons in an EFL Context
Quelle	In: Journal on English Language Teaching, 12 (2022) 4, S.18-35 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Classroom Communication; Discourse Analysis; Private Schools; Advanced Placement Programs; Elementary School Students; Kindergarten; Audio Equipment; Communicative Competence (Languages); Teaching Methods; Story Reading; Picture Books; Childrens Literature; Lesson Plans; Teacher Student Relationship + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Klassengespräch; Diskursanalyse; Private school; Privatschule; Audio-CD; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Picture book; Bilderbuch; 'Children''s literature'; Kinderliteratur; Lesson planning; Unterrichtsplanung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Making use of the methodological framework of conversation analysis, the present study aims to investigate story-based classroom discourse with young learners of English in an EFL context. The data were collected from a private IB school following the Primary Years Programme (PYP) curriculum. The participants were 24 young learners who were under the age of 6 and two teachers. To present the interactional organisation of the classroom interaction, 16 hours of story-based lessons in two kindergarten classrooms were audio-recorded and transcribed in detail. The data was analysed from a discourse-analytic perspective. Although the study had hypothesised that learner initiatives would be more frequent in the post-story stages, the findings showed that the pre-story stages created more engaging learning environments. Based on the findings, the implications were provided for EFL classrooms as well as suggestions for further research. (As Provided).
Anmerkungen	i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01