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Investigating Classroom Discourse

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Synopses & Reviews

Publisher Comments:

"Investigating Classroom Discourse" is an exciting new series which addresses the need for a refreshing approach to research on areas of spoken language. These previously compartmentalized contexts, such as media discourse and classroom discourse, are brought together through the common use of corpus linguistics as a framework for analysis. "Investigating Classroom Discourse" presents language use and interaction as the basis of good teaching and learning, and provides teachers and researchers with the tools to analyse classroom discourse and move towards more effective instruction. The book provides an overview of the existing approaches to describing and analysing classroom discourse and identifies the principal characteristics of classroom language, by focusing mainly on the second language classroom. Other contexts featured include primary and secondary classrooms as well as higher education settings. Using spoken corpora, such as classroom recordings and reflective feedback interviews from a sample group of teachers, Steve Walsh demonstrates the SETT (Self Evaluation of Teacher Talk) as a framework for analysing discourse within the classroom, and highlights the improvements SETT promotes. Investigating Classroom Discourse will appeal to applied linguists, teachers and researchers of TESOL, as well as practitioners on MEd or taught doctorate programmes.

Synopsis:

Introducing language use and interaction as the basis of good teaching and learning, this invaluable book equips teachers and researchers with the tools to analyze classroom discourse and move towards more effective instruction.

Presenting an overview of existing approaches to describing and analyzing classroom discourse, Steve Walsh identifies the principal characteristics of classroom language in the contexts of second language classrooms, primary and secondary classrooms, and higher education settings. A distinct feature of the book are the classroom recordings and reflective feedback interviews from a sample group of teachers that Walsh uses to put forward SETT (Self Evaluation of Teacher Talk) as a framework for examining discourse within the classroom. This framework is used to identify different modes of discourse, which are employed by teachers and students, to increase awareness of the importance of interaction, and to maximize learning opportunities.

This book will appeal to applied linguists, teachers and researchers of TESOL, as well as practitioners on MEd or taught doctorate programmes.

Table of Contents

Features of classroom discourse — Learning in the second language classroom — Approaches to analysing classroom discourse — A framework for analysing classroom interaction — Using SETT in different contexts — Using SETT for teacher education.

Product Details

ISBN:
9780203015711
Publisher:
Routledge
Subject:
Language Arts & Disciplines : General
Author:
Walsh, Steve
Subject:
Oral communication
Subject:
Second language acquisition
Subject:
Linguistics
Subject:
Interaction analysis in education
Subject:
Discourse analysis
Subject:
Linguistics - General
Subject:
main_subject
Subject:
all_subjects
Publication Date:
March 2006
Binding:
eBooks
Language:
English

Related Subjects

Business » Communication
Education » General
History and Social Science » Linguistics » General
History and Social Science » Linguistics » Psycholinguistics
History and Social Science » Linguistics » Specific Languages and Groups
Reference » Words Phrases and Language

Investigating Classroom Discourse
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Product details pages Taylor & Francis - English 9780203015711 Reviews:
"Synopsis" by , Introducing language use and interaction as the basis of good teaching and learning, this invaluable book equips teachers and researchers with the tools to analyze classroom discourse and move towards more effective instruction.

Presenting an overview of existing approaches to describing and analyzing classroom discourse, Steve Walsh identifies the principal characteristics of classroom language in the contexts of second language classrooms, primary and secondary classrooms, and higher education settings. A distinct feature of the book are the classroom recordings and reflective feedback interviews from a sample group of teachers that Walsh uses to put forward SETT (Self Evaluation of Teacher Talk) as a framework for examining discourse within the classroom. This framework is used to identify different modes of discourse, which are employed by teachers and students, to increase awareness of the importance of interaction, and to maximize learning opportunities.

This book will appeal to applied linguists, teachers and researchers of TESOL, as well as practitioners on MEd or taught doctorate programmes.

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