Integrating Rapport-Building into Language Instruction: A Study of Korean Foreign Language Classes

Autor/in	Park, Mi Yung
Titel	Integrating Rapport-Building into Language Instruction: A Study of Korean Foreign Language Classes
Quelle	In: Classroom Discourse, 7 (2016) 2, S.109-130 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2015.1116103
Schlagwörter	Korean; Second Language Learning; Second Language Instruction; Empathy; Discourse Analysis; Teacher Student Relationship; Classroom Techniques; Humor; Classroom Communication; Nonverbal Communication; Teacher Role; Consciousness Raising; College Students; College Faculty; Language Teachers + Suchen Sie Ihr Suchwort? Koreanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Empathie; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Humoristische Darstellung; Klassengespräch; Non-verbal communication; Nonverbale Kommunikation; Lehrerrolle; Bewusstseinsbildung; Collegestudent; Fakultät; Language teacher; Sprachunterricht
Abstract	Using a conversation-analytic approach along with the notions of frame and footing (Goffman 1981), this study examines what strategies teachers use to build rapport with their students in Korean as a foreign language classrooms. It also discusses what kinds of interactional resources they employ in tandem with these strategies. Analysis of teacher-student interactions in different sequential contexts demonstrates that teachers occasionally integrate rapport-building into an ongoing interaction by negotiating different footings and frames, such as a formal, institutional frame and an informal, conversational frame. This study highlights the teachers' use of four strategies: engaging students in informal conversations, integrating humour into classroom interactions, softening corrections with compliments and demonstrating empathy toward students. By paying attention to the teachers' shifts in footings and frames, the study expands our understanding of the intricate verbal and non-verbal manoeuvres involved in the task of building rapport in a foreign language classroom. The findings, which show that the language classroom is a social space in which teachers and students not only co-construct knowledge but also build relationships, have pedagogical implications. In addition, this study contributes to raising awareness of the teacher's critical role in creating a positive learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01