Language Interaction among EFL Primary Learners and Their Teacher through Collaborative Task-Based Learning

Autor/inn/en	Suárez Ramírez, Ingrid Rocío; Rodríguez, Sandra Milena
Titel	Language Interaction among EFL Primary Learners and Their Teacher through Collaborative Task-Based Learning
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 20 (2018) 2, S.95-109 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Elementary School Students; Task Analysis; Second Language Learning; Second Language Instruction; English (Second Language); Cooperative Learning; Classroom Research; Teacher Student Relationship; Elementary School Teachers; Foreign Countries; Action Research; Grade 4; Video Technology; Discourse Analysis; Teaching Methods; Verbal Communication; Prior Learning; Nonverbal Communication; Self Concept; Colombia (Bogota) + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kooperatives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Projektforschung; School year 04; 4. Schuljahr; Schuljahr 04; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Vorkenntnisse; Non-verbal communication; Nonverbale Kommunikation; Selbstkonzept
Abstract	This article focuses on research carried out in a private school in Bogotá with a group of English as a foreign language fourth-graders. The study aimed to analyze interaction in the English classroom through action research, based on tasks that promoted collaborative work and involvement of the students and their teacher. The instruments to collect data were video recordings and artefacts from the students' tasks in the classroom. The analysis of classroom interaction involved the steps of conversational analysis stated by Seedhouse (2004). The study allowed the description of unexpected patterns of interactions among students and their teacher, which revealed changes in the classroom dynamic as a result of the action research plan. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01