LEADER 04088nam 2200565Ia 450 001 9910821898803321 005 20230801224449.0 010 $a3-8428-2373-8 035 $a(CKB)2670000000250559 035 $a(EBL)1035429 035 $a(OCoLC)815391711 035 $a(SSID)ssj0000736755 035 $a(PQKBManifestationID)11395393 035 $a(PQKBTitleCode)TC0000736755 035 $a(PQKBWorkID)10772497 035 $a(PQKB)10616511 035 $a(MiAaPQ)EBC1035429 035 $a(Au-PeEL)EBL1035429 035 $a(CaPaEBR)ebr10596701 035 $a(EXLCZ)992670000000250559 100 $a20120916d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aClassroom discourse in EFL teaching$b[electronic resource] $ea corss-cultural perspective /$fKatrin Strobelberger 210 $aHamburg $cDiplomica Verlag$d2012 215 $a1 online resource (97 p.) 300 $aDescription based upon print version of record. 311 $a3-8428-7373-5 320 $aIncludes bibliographical references. 327 $aClassroom discourse in EFL teaching: A cross-cultural perspective; Table of content; I. Introduction; II. Background and context; III. Literature review; III. 1. The organisation of conversation; III. 2. Classroom discourse; III. 2.1. Teacher talk and the IRE sequence; III. 2. 2. Classroom turn-taking; III. 2. 3. Interactional competence; III. 2. 4. From teacher-centred classrooms to other forms of teaching; III. 2. 5. New forms of pedagogy; III. 3. Classroom discourse in foreign language teaching; III. 3. 1. Second Language Acquisition; III. 3. 2. Communicative foreign language teaching 327 $aIII.3.3. Communicative Competence III. 4. Cultural differences in pedagogic traditions; IV. Methodology; IV.1. Research question; IV.2. Research strategy and design; IV.2.1. Research strategy; IV.2.2. Research design; IV.2.3. Brief description of my two cases; IV.3. Methods of data collection; IV.3.1. The recordings; IV.3.2. Ethics; IV. 4. Methods of data analysis; IV.4.1. Transcribing the data; IV.4.2. Analysing my data; IV.4.3. Validity and reliability; V. Data presentation and analysis; V.1. Analysis of the Austrian transcripts 327 $aV.1.1: Transcript AU1: focus on the interaction between teacher and teaching assistant V.1.2.: Transcript AU2: student group with the teacher; V.1.3.: Transcript AU3: student group with the teaching assistant; V.2. Analysis of the Spanish transcripts; V.2.1.: Transcripts SP1a and SP1b: focus on the interaction between teacher and teaching assistant; V.2.2.: Transcripts SP2 and SP3: student groups (partly joined by the teacher or teaching assistant); V.3. Austrian transcripts compared; V.4. Spanish transcripts compared; V.5. Austrian and Spanish interaction compared; VI. Concluding remarks 327 $aList of References Appendix I: Transcription conventions; Appendix II: Transcripts; Author's Profile 330 $aHauptbeschreibung This study analyses examples of classroom discourse, one of the most important influences on students' experience in schools, in EFL classes. The central idea of the author's enquiry is to compare classroom discourse in two secondary schools in two European countries, namely Austria on the one hand, and Spain on the other hand. The focus of the study is on EFL classes taught by a team of a non-native speaker teacher and a native speaker assistant. The purposes of this study are to gain insights into classroom communication, to compare classroom discourse in two 606 $aEnglish language$xStudy and teaching$xForeign speakers 606 $aCommunication in education 615 0$aEnglish language$xStudy and teaching$xForeign speakers. 615 0$aCommunication in education. 676 $a428.24 700 $aStrobelberger$b Katrin$01604244 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910821898803321 996 $aClassroom discourse in EFL teaching$93929014 997 $aUNINA