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Direct linkSydney Dickerson; Lori Czerwionka – Foreign Language Annals, 2024
While discourse markers (DMs) are crucial for coherence and interactional competence, previous research suggests that learners' usage of DMs differs from L1 speakers. Prior research has taken either a discourse-functional or interactional approach, yet combining these two methods may provide greater understanding of the unique learner…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Native Speakers
Kim, YouJin; Taguchi, Naoko – Foreign Language Annals, 2016
Previous task complexity studies have suggested that learners produce more negotiation of meaning opportunities during complex tasks than simple tasks (Robinson, 2011). The present study builds on the existing task complexity literature by examining the impact of task complexity and pragmatic situational demands on the number of learning…
Descriptors: Role, Pragmatics, Task Analysis, Asians
Yoshida, Reiko – Foreign Language Annals, 2008
The present study examines Japanese language learners' perception of corrective feedback (CF) in pair work in relation to their noticing and understanding of their partners' CF and the factors that influence it. This study focuses on three learners, who worked together in pair work. The data collection methods consist of classroom observation,…
Descriptors: Japanese, Feedback (Response), Error Correction, Classroom Observation Techniques
Peer reviewedPapalia, Anthony; Zampogna, Joseph – Foreign Language Annals, 1972
Descriptors: Academic Achievement, Experimental Teaching, French, Individualized Instruction
Peer reviewedHeard, Lorraine E. – Foreign Language Annals, 1972
Descriptors: Cultural Awareness, Educational Psychology, Interaction Process Analysis, Language Instruction
Peer reviewedLee, James F. – Foreign Language Annals, 1995
Presents an approach to task-based second-language instruction that relies on class discussion as the departure point. After proposing that communication be viewed as the expression, interpretation, and negotiation of meaning, classroom practices are developed that reflect all three dimensions. Four discussion questions are transformed into…
Descriptors: Class Activities, Course Objectives, Discourse Analysis, Discussion (Teaching Technique)
Peer reviewedAltman, Howard B. – Foreign Language Annals, 1978
Teachers of different languages diconnect themselves from one another, which fragments the profession. Secondly, the choice and use of language often has a disconnecting force. Theses of a book by Neil Postman are considered concerning ineffective communication and communication that has unreasonable or trivial purposes. (SW)
Descriptors: Communication (Thought Transfer), Communication Problems, Higher Education, Interaction Process Analysis
Peer reviewedBailey, Leona G. – Foreign Language Annals, 1975
This paper analyzes both Flanders' and the Foreign Language Interaction (FLint) methods of classroom observation and concludes that both systems are deficient in accuracy, reliability and practicality. Observing, recording and decision-making difficulties are inherent, and system complexities and teacher biases add to the problems. (CHK)
Descriptors: Classroom Observation Techniques, Group Behavior, Interaction, Interaction Process Analysis
Peer reviewedMoskowitz, Gertrude – Foreign Language Annals, 1971
Descriptors: Behavioral Science Research, Classroom Observation Techniques, Group Behavior, Interaction Process Analysis
Peer reviewedAnton, Marta M. – Foreign Language Annals, 1996
Illustrates how to use ethnographic techniques to acquire a better understanding of classroom dynamics. The article focuses on the characterization of "success" in an Italian class through analysis of interaction patterns and purposes of the participants. Findings reveal the need for a continuity of teacher and students' goals, methods, and forms…
Descriptors: Case Studies, Classroom Observation Techniques, Cultural Context, Data Collection
