Abstract
In the following chapter we argue that initiating interaction by the teacher is a key factor in determining successful language production by the learners. Our main concern is to investigate how teachers assign prominence to different constituent parts of initiating moves and what effects this has on learners’ performance. The chapter begins by considering the role that classroom context plays in discourse. We address issues concerning the interactive nature of FL lessons and the influence of classroom discourse on L2 acquisition. The analytical core of the chapter derives from work on classroom discourse as presented by Sinclair and Coulthard (1975, 1992) and amounts to delineating ranks of classroom talk. In our analysis we demonstrate that prominence is associated with headedness at the level of the lowest rank. Ill-assigned prominence results in learners’ misinterpreting the teacher’s intentions and, consequently, erroneous or no output. The analysis also shows that at higher levels of discourse the wrong application of the head status negatively affects the degree to which the teacher’s local goals are realized, which has a direct bearing on the quality of interaction and the acquisition of language.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Allwright, D. and K. M. Bailey. 1991. Focus on the language classroom: an introduction to classroom research for language teachers. Cambridge: Cambridge University Press.
Berry, M. 1981. Systemic linguistics and discourse analysis: a multi-layered approach to exchange structure. In Studies in discourse analysis, eds. M. Coulthard and M. M. Montgomery, 120–145. London: Routledge and Kegan Paul.
Brazil, D. 1981. Intonation. In Studies in discourse analysis, eds. M. Coulthard and M. M. Montgomery, 39–70. London: Routledge and Kegan Paul.
Coulthard, M. and D. Brazil. 1979. Exchange structure. Discourse analysis monograph no. 5. Birmingham: ELR.
Coulthard, M. and M. Montgomery. 1981. Studies in discourse analysis. London: Routledge and Kegan Paul
Council of Europe. 2001. Common european framework of reference for languages: learning, teaching, assessment. Cambridge: Cambridge University Press.
Ellis, R. 1994. The study of second language acquisition. Oxford: Oxford University Press.
Ellis, R. 1999. Making the classroom acquisition rich. In Learning a second language through interaction, ed. R. Ellis, 211–231. Amsterdam/Philadelphia: John Benjamins.
Ernst, R. 1994. Talking circle: conversation, negotiation in an ESL Classroom. TESOL Quarterly 28: 293–322.
Francis, G. and S. Hunston. 1992. Analysing everyday conversation. In Advances in spoken discourse analysis, ed. M. Coulthard, 123–161. London and New York: Routledge.
Halliday, M. A. K. 1961. Categories of the theory of grammar. Word 17: 241–292.
Johnson, K. 1995. Understanding communication in second language classrooms. Cambridge: Cambridge University Press.
Long. M. 1983. Inside the “Black Box”: methodological issues in classroom research on language learning. Language Learning 30: 1–42.
Marton, F. and A. M. B. Tsui. 2004. Classroom discourse and the space of learning. Lawrence Erlbaum Associates.
Mehan, H. 1974. Accomplishing classroom lessons. In Language use and school performance, eds. A. Cicourel, K. Jennings, S. Jennings, K. Leiter, R. Mackay, H. Mehan, and D. Roth, 76–142. New York: Academic Press.
Michońska-Stadnik, A. 1996. Strategie uczenia się i autonomia ucznia w warunkach szkolnych. Wrocław: Wydawnictwo Uniwersytetu Wrocławskiego.
Mitchell, R. 1988. Communicative language teaching. London: CILT.
Niżegorodcew, A. 1991. Dyskurs interakcyjny a kompetencja komunikacyjna w języku obcym. Kraków: Uniwersytet Jagielloński.
Niżegorodcew, A. 1998. Uses of L1 in L2 acquisition/learning. In Studies in foreign language learning and teaching, ed. J. Arabski, 21–30. Katowice: Wydawnictwo Uniwersytetu Śląskiego:.
Nunan, D. 1987. Communicative language teaching. Making it work. ELT Journal 43: 111–118.
Pica, T. 1987. Second-language acquisition, social interaction, and the classroom. Applied Linguistics 8: 3–21.
Seedhouse, P. 1995. L2 classroom transcripts: data in search of a methodology?. TESL-EJ 1: a–1.
Sinclair, J. 1992. Priorities in discourse analysis. In Advances in spoken discourse analysis, ed. M. Coulthard, 79–88. London and New York: Routledge.
Sinclair, J. and M. Coulthard. 1975. Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
Sinclair, J. and M. Coulthard. 1992. Towards an analysis of discourse. In Advances in spoken discourse analysis, ed. M. Coulthard, 1–34. London and New York: Routledge.
Slimani, A. 1989. The role of topicalization in classroom language learning. System 17: 223–234.
Stubbs, M. 1981. Motivating the analyses in exchange structure. In Studies in discourse analysis, eds. M. Coulthard, and M. M. Montgomery, 107–19. London: Routledge and Kegan Paul.
Thornbury, S. 2002. Training in instructional conversation. In Language in language teacher education, eds. H. Trappes-Lomax, and F. Gibson, 95–116. Amsterdam/Philadelphia: John Benjamins.
Van Lier, L. 1988. The classroom and the language learner. Longman.
Van Lier, L. 1991. Inside the classroom: learning processes and teaching procedures. Applied Language Learning 2: 29–69.
Walsh, S. 2006. Investigating classroom discourse. London: Routledge.
Walsh, S. 2011. Exploring classroom discourse language in action. London: Routledge.
Willis, D. 1992. Caught in the act: using the rank scale to address problems of delicacy. In Advances in spoken discourse analysis, ed. M. Coulthard, 111–122. London and New York: Routledge.
Willis, J. 1992. Inner and outer: Spoken discourse in the language classroom. In Advances in spoken discourse analysis, ed. M. Coulthard, 162–182. London and New York: Routledge.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Steinbrich, P., Guz, E. (2013). ‘And Now Think in Pairs’: The Case of Prominence in Teacher Instructions at the Pre-Service Level. In: Piątkowska, K., Kościałkowska-Okońska, E. (eds) Correspondences and Contrasts in Foreign Language Pedagogy and Translation Studies. Second Language Learning and Teaching. Springer, Heidelberg. https://doi.org/10.1007/978-3-319-00161-6_10
Download citation
DOI: https://doi.org/10.1007/978-3-319-00161-6_10
Published:
Publisher Name: Springer, Heidelberg
Print ISBN: 978-3-319-00160-9
Online ISBN: 978-3-319-00161-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)