The Joint Construction of Meaning in Writing Conferences

Autor/in	Haneda, Mari
Titel	The Joint Construction of Meaning in Writing Conferences
Quelle	In: Applied Linguistics, 25 (2004) 2, S.178-219 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
Schlagwörter	Japanese; Second Language Instruction; Teacher Student Relationship; Language Teachers; Conferences; Academic Discourse; Teacher Effectiveness; Educational Objectives; Language Proficiency; Dialogs (Language); Teaching Methods; Interpersonal Communication + Suchen Sie Ihr Suchwort? Japaner; Japanisch; Fremdsprachenunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; Discourse; Diskurs; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Educational objective; Bildungsziel; Erziehungsziel; Language skill; Language skills; Sprachkompetenz; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation
Abstract	Using an analytical framework that combines insights from a variety of previous studies, the current paper aims to contribute to the description of the joint construction of meaning in pedagogical discourse, in particular in one-on-one teacher-student interaction in writing conferences in a Japanese-as-a-foreign language (JFL) class. The argument is made that it is not the formal properties of the interaction, such as the use of triadic dialogue or the types of questions that teachers ask, that in themselves determine the pedagogical effectiveness of the interaction, but the way in which they are used to achieve particular instructional purposes in a specific setting. The findings indicated that the conferences were characterized by a back and forth movement between dialogic and monologic instructional sequences (Nystrand 1997). The teacher under study made flexible use of triadic dialogue, evident in the manner of exchange initiation and the options selected in follow-up moves, in order to achieve particular pedagogical goals in the moment. The patterns of discourse that occurred varied according to: the students' self-selected revision goals, which were related to their level of target language proficiency; the choice of discourse topic; and the teacher's underlying pedagogical goals. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10