|
|
|
|
|
|
|
|
2. |
Record Nr. |
UNINA9910461612703321 |
|
|
Autore |
Boulima Jamila |
|
|
Titolo |
Negotiated interaction in target language classroom discourse [[electronic resource] /] / Jamila Boulima |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Amsterdam ; ; Philadelphia, : J. Benjamins, c1999 |
|
|
|
|
|
|
|
ISBN |
|
1-283-12819-5 |
9786613128195 |
90-272-8435-0 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (352 p.) |
|
|
|
|
|
|
Collana |
|
Pragmatics & beyond, , 0922-842X ; ; new ser. 51 |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Language and languages - Study and teaching |
Interaction analysis in education |
Second language acquisition |
Electronic books. |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references (p. [283]-327) and indexes. |
|
|
|
|
|
|
Nota di contenuto |
|
NEGOTIATED INTERACTION IN TARGET LANGUAGE CLASSROOM DISCOURSE; Editorial page; Title page; Copyright page; for my mother and father with love; Table of contents; Acknowledgements; Transcription Conventions; List of Tables; List of Figures; CHAPTER 1. Introduction; CHAPTER 2. Negotiated Interaction in Second Language Acquisition; CHAPTER 3. Methodology; CHAPTER 4. Foreign Language Interaction Analysis System (FLIAS); CHAPTER 5. Discourse Functions of Negotiation in the TL Classroom; CHAPTER 6. Frequency Distribution of Negotiation in the TL Classroom |
CHAPTER 7. Negotiation in a Setting of Unequal-Power DiscourseCHAPTER 8. Conclusion; Bibliography; Author Index; Subject Index |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
This book addresses some of the most fundamental questions that can be asked about target language (TL) acquisition in the classroom context, namely1. What is negotiated interaction?2. What are the main discourse functions of negotiated interaction?3. How frequent is negotiated interaction in TL classrooms, and does this frequency vary by proficiency level?4. To what extent does the initiation of negotiation |
|
|
|
|