The study shows the positive scaffolding effect of repetition as well as its role in creating solidarity among the students. In Part 2 the setting switches to the second language classroom. The first three chapters deal with English as a second language at the university level. The following two chapters underscore the role of the teacher in furthering language learning. D awn E. M c C ormick and R ichard D onato explore, in Ch.
The next three chapters deal with second language acquisition in content-based classrooms. L orrie S toops V erplaetse highlights, in Ch. This practice allows the teacher to assume not the role of an expert [End Page ] but that of a partner in the interaction and appears to be particularly helpful to students at the lower levels of proficiency. M aaike H Project MUSE promotes the creation and dissemination of essential humanities and social science resources through collaboration with libraries, publishers, and scholars worldwide.
Second and Foreign Language Learning Through Classroom Interaction - Semantic Scholar
Forged from a partnership between a university press and a library, Project MUSE is a trusted part of the academic and scholarly community it serves. The discussion will also include the underlying factors which have a critical role to play in shaping classroom interaction. They include the socio-cultural background of the teacher and the learners, their psychological state, their beliefs about teaching and learning, and the context of interaction.
They constitute the unobservables of classroom interaction. Unable to display preview. Download preview PDF.
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Second and Foreign Language Learning Through Classroom Interaction
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Walsh, S. Exploring Classroom Discourse: Language in Action. Yamat, H. You may require to add the 'aiac. Otherwise, you may check your 'Spam mail' or 'junk mail' folders. User Username Password Remember me. Font Size. Article Tools Print this article.
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