Discourse in Content and Language Integrated Learning (CLIL) ClassroomsJohn Benjamins Publishing, 2007 - 330 trang The label CLIL stands for classrooms where a foreign language (English) is used as a medium of instruction in content subjects. This book provides a first in-depth analysis of the kind of communicative abilities which are embodied in such CLIL classrooms. It examines teacher and student talk at secondary school level from different discourse-analytic angles, taking into account the interpersonal pragmatics of classroom discourse and how school subjects are talked into being during lessons. The analysis shows how CLIL classroom interaction is strongly shaped by its institutional context, which in turn conditions the ways in which students experience, use and learn the target language. The research presented here suggests that CLIL programmes require more explicit language learning goals in order to fully exploit their potential for furthering the learners' appropriation of a foreign language as a medium of learning. |
Thuật ngữ và cụm từ thông dụng
Abuja academic language activity types actually analysis applied linguistics aspects Austrian Austrian school chapter classroom discourse classroom interaction classroom talk CLIL classes CLIL classrooms CLIL data CLIL lessons cognitive communicative competence Communicative Language Teaching complex concepts conversation Conversation Analysis correction definitions directives discussion display questions educational Ehlich and Rehbein English errors example explanandum explanations explicit Extract fact feedback foreign language frequently genre German goals grade 11 grammar guage hypothesizing individual initiation input instance instructional register interlocutors interpersonal kind knowledge language learning learners lexical lexical gaps Lier means okay oral other-initiation other-repair participants pedagogical pragmatic realization referential questions regard regulative register relationship relevant repair requests role self-repair sequence situation social sociopragmatic speakers specific speech acts speech functions strategies structure student responses Teacher interview teaching theory tion topic trajectory Triadic Dialogue turn typical utterances