Literaturnachweis - Detailanzeige
| Autor/in | Hermans-Nymark, Laura |
|---|---|
| Titel | Discourse patterns and teachers' beliefs in the EFL classroom. |
| Quelle | In: Babylonia, (2009) 1, S. 8-11Infoseite zur Zeitschrift |
| Beigaben | Anmerkungen 1; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1420-0007 |
| Schlagwörter | Empirische Forschung; Einstellung (Psy); Verbale Kommunikation; Lehrer; Lehrersprache; Diskursanalyse; Monolog; Unterrichtssprache; Vergleichende Analyse; Fremdsprachenunterricht; Englischunterricht; Dialog; Diskurs; Effizienz; Niederlande |
| Abstract | Why is there little target language spoken in the language classroom? The author has carried out a research in several senior high schools in the Netherlands. She analyzed the difference between monologic and dialogic discourse. The outcomes of the research show that the first mode prevails: in monologic classroom situations the teacher initiates most of the questions that are designed to test whether the students know what the teacher expects them to know. In dialogic classrooms the questions are more open and the teacher tends to respond to the content of the students' interventions without evaluating their linguistic correctness. This type of discourse is more authentic and should be conducive to the acquisition of communicative competences in the target language. The monologic type of discourse that prevails in the foreign language classrooms is closely linked to the teachers' beliefs and convictions as to what should be taught and learned. These beliefs are constructed, or culturally reproduced, out of their own experiences as learners and teachers and are reinforced by the beliefs of the school and also of the students. The use of the target language in the classroom tends to diminish in school contexts in which both teachers and students are convinced that linguistic knowledge is more important than communicative skills in the foreign language classroom. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/3 |
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