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Unterrichtsforschung im Fach Englisch

Empirische Erkenntnisse und praxisorientierte Anwendung

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Edited By Holger Limberg and Olaf Jäkel

Die empirische Erforschung des Englischunterrichts in verschiedenen Schulformen und Klassenstufen sowie deren Nutzen für die Ausbildung zukünftiger Lehrkräfte stehen im Zentrum dieses Sammelbandes. Die Beiträge präsentieren neueste Erkenntnisse zum Englischunterricht auf der Primar- und Sekundarstufe. Darüber hinaus erörtern sie forschungsmethodische und -methodologische Fragestellungen kritisch und diskutieren die Frage, welchen Mehrwert die empirische Unterrichtsforschung für die Englischdidaktik liefern kann. Einige Beiträge zeigen praxisorientierte Anwendungsmöglichkeiten und reflektieren diese kritisch, insbesondere dahingehend, wie Unterrichtsdokumentationen in Form von Videoaufnahmen oder Transkripten zur Professionalisierung von angehenden Lehrkräften eingesetzt werden können.

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Recording and Transcribing Group Work in the Tertiary ELT Classroom: Methodological Considerations and Possibilities for Analysis

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Abstract: Collaborative constellations such as group work are increasingly a part of what is currently viewed as good practice in the ELT classroom and therefore merit increased study. Yet such constellations present special challenges to anyone making recordings for research purposes in the language classroom. Instead of one discourse between the teacher and the whole class, which can be effectively recorded by one recording device, the researcher is faced with multiple discourses happening simultaneously. This raises a special set of issues, which require consideration before recording begins and which have a direct impact on subsequent transcription and analysis. This article aims to both explore the challenges inherent in the recording and transcription of group work phases, and to offer an analysis of a group work task in a collegiate-level English course meant to illustrate the kinds of potential data which recordings of group work phases can provide.

1 Introduction

Peer work, i.e. pair and group work, plays a significant role in what is currently considered to be good practice in English language teaching (ELT). Many ELT experts acknowledge the advantages of using peer work. Brinton goes so far as to claim that “[p]airing or grouping learners is the surest way to foster SLA [second language acquisition] in the classroom setting” (2014: 343). Certainly, peer work is a commonly advocated tool for teachers working within the Communicative Language Teaching (CLT) paradigm, the approach currently predominant in ELT (cf. Brinton 2014: 358). The use of...

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