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dc.contributor.authorVelasco Moreno, Mª Isabel
dc.date.accessioned2015-08-27T08:00:31Z
dc.date.available2015-08-27T08:00:31Z
dc.date.issued2012
dc.identifier.issn1697-7467
dc.identifier.urihttp://hdl.handle.net/10396/12891
dc.description.abstractForeign language classes have not been sufficiently investigated probably due to the difficulty to find a method of analysis. Being Discourse Analysis the best way to study them in our opinion, we have developed CODAM, a model of Communicative Discourse Analysis based on discourse analysis presented by Sinclair and Coulthard (1975); on Conversation Analysis (Tsui, 1994) and on the tripartite conception of communication (Poyatos, 1994). From the speaker’s point of view, either teacher or learner, attending to the illocutionary force of their contributions to discourse we have elaborated a taxonomy of possible verbal or non verbal communicative acts present in the foreign language class. Applying CODAM we have been able not only to compare the extension of communicative discourse in each class, but also to investigate relevant aspects for learning as speakers participation during the teaching–learning process and particularly learners’ use of L2 within the L2 class.es_ES
dc.format.mimetypeapplication/pdfes_ES
dc.language.isoenges_ES
dc.publisherUniversidad de Granadaes_ES
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/es/es_ES
dc.sourcePorta Linguarum 17, 47-65 (2012)es_ES
dc.subjectL2 teachinges_ES
dc.subjectLearning processes_ES
dc.subjectClassroom discourse analysises_ES
dc.subjectCommunicative actses_ES
dc.subjectInteraction in L2 classroomses_ES
dc.subjectStudents participationes_ES
dc.titleInvestigating participation level in Foreign Language Classrooms through the analysis of communicative discourse.es_ES
dc.typeinfo:eu-repo/semantics/articlees_ES


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