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East Asian Perspectives on Silence in English Language Education: An Introduction
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| 3 |
East Asian Perspectives on Silence in English Language Education
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How Should Educators Interpret and Respond to Silence in the English Classroom?
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Approaches to Interacting with Classroom Silence: The Role of Teacher Talk
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| 6 |
Teacher Frustration and Emotion Regulation in University Language Teaching
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| 7 |
Engagement With Language During Transcript Revision: Japanese University English Learners’ Processes, Products, And Perspectives
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| 8 |
Talk, silence and anxiety during one-to-one tutorials: A cross cultural comparative study of Japan and UK undergraduates' tolerance of silence
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King, Jim; Aono, Atsuko. - : Springer Verlag (Germany) for Seoul National University, Education Research Institute, 2017
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| 9 |
A dynamic systems approach to wait time in the second language classroom
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Abstract:
The file associated with this record is under embargo until 24 months after publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above. ; This study discusses how wait time—the silent pause after a teacher elicits a student response—alters classroom discourse. Previous wait time research suggests overall positive changes in both teacher and student discourse where wait time is over 1 s. However, such studies are primarily structuralist in nature and tend to reduce the intricacy of classroom behavior to distinct variables, which can be easily altered to achieve a desired result. The data presented here comes from a series of structured observations of a UK university postgraduate L2 classroom. The findings were as follows: 1) Wait time played an intricate role in determining classroom discourse patterns and heavily favored an IRF turn-taking sequence; 2) student-initiated discourse was low in all observations and favored higher proficiency students; 3) the length of individual student-initiated turns appears to have been more important than the overall number of student-initiated turns in determining the quality of classroom discourse and was not directly related to changes in wait time length; 4) extended wait time (over 2 s in length) temporarily shifted discourse out of an IRF pattern and into a new, more student-driven phase. While previously thought of as only a pedagogical tool to increase student speech, wait time is shown to be a phenomenon which develops and changes with the composite forces that affect other aspects of classroom discourse. ; Peer-reviewed ; Post-print
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URL: http://www.sciencedirect.com/science/article/pii/S0346251X17304608
http://hdl.handle.net/2381/40181
https://doi.org/10.1016/j.system.2017.05.005
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| 10 |
An introduction to the dynamic interplay between context and the language learner
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| 11 |
“It’s time, put on the smile, it’s time!”: The emotional labour of second language teaching within a Japanese university.
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| 12 |
Fear of the true self: Social anxiety and the silent behaviour of Japanese learners of English
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| 15 |
Silence in the Second Language Classrooms of Japanese Universities
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| 17 |
Silence in the Second Language Classrooms of Japanese Universities
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| 18 |
Silence in the Second Language Classrooms of Japanese Universities
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