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Direct linkNassaji, Hossein – Language Learning, 2013
This study examined the role of incidental focus on form (FonF) in adult English-as-a-second-language classrooms. Specifically, it explored the extent to which the amount, type, and effectiveness of FonF were related to differences in classroom participation structure, that is, the organization of classroom talk within which FonF may occur. The…
Descriptors: Grammar, English (Second Language), Second Language Learning, Adult Education
Beattie, R. G.; Kysela, G. M. – Journal of Childhood Communication Disorders, 1995
This study investigated the range of communicative intentions (CIs) used by 3 hearing teachers and 11 preschool children with hearing losses in a lesson context. The study found that teachers used all the following CI categories: conversational devices, descriptions, performatives, requests, responses, statements, and uninterpretables. Only 7…
Descriptors: Classroom Communication, Context Effect, Hearing Impairments, Interaction Process Analysis
Peer reviewedUlichny, Polly – TESOL Quarterly, 1996
Presents a microanalysis of a segment of an adult English as a Second Language class in order to illustrate classroom interaction that combines the goals of negotiation among participants and explicit instruction on the formal features of language. The article urges teachers to microanalyze their classroom discourse in order to improve teaching…
Descriptors: Adult Students, Classroom Communication, Context Effect, Discourse Analysis
Language Development of Bilingual Pupils in the Mainstream: How Do Pupils and Teachers Use Language?
Peer reviewedCameron, Lynne; And Others – Language and Education, 1996
Examines Language development in mainstream education through analysis of the language demands made on bilingual pupils by tasks and interactions in subject classrooms and the responses pupils make to these demands. Argues that the samples analyzed demonstrate the potentially crucial role of contextual factors in the English language development…
Descriptors: Academic Achievement, Bilingualism, Classroom Communication, Concept Formation
