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Social and Cognitive Factors in Making Teacher-Led Classroom Discourse Relevant for Second Language Development
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Toth, Paul D. – Modern Language Journal, 2011
This study compares descriptive quantitative and qualitative data from 2 beginning, university-level second-language (L2) Spanish classes to demonstrate the benefits of teacher-led discourse organized as collaborative, whole-class tasks. In class, the teacher solicited target L2 forms through conversational questions to individuals with recasted…
Descriptors: Feedback (Response), Cognitive Processes, Classroom Communication, Comparative Analysis