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- W2894936438 abstract "espanolEl presente estudio intento demostrar la importancia que la forma de las contribuciones linguisticas tiene en la provision de oportunidades de participacion y en el aprendizaje en el aula. Se examino un conjunto particular de caracteristicas interaccionales que pueden dar forma a los enunciados de los alumnos: andamiaje linguistico, solicitudes de aclaracion y comprobaciones de confirmacion. Se ha demostrado que estos rasgos interaccionales promueven la participacion y el aprendizaje desde una perspectiva de discurso en el aula (Walsh, 2002; Walsh y Li, 2013; Can Daskin, 2014). El estudio utilizo el concepto sociocultural del aprendizaje como un logro social conseguido a traves de la participacion (Lantolf, 2000; Donato, 2000; Mondada & Pekarek, 2004). Se utilizo una metodologia de Analisis de Conversacion (CA) para examinar dos extractos recogidos en aulas de ingles como lengua extranjera en un instituto de idiomas en Santiago de Chile. El analisis sugirio que si los profesores forman las contribuciones de sus alumnos adecuadamente y en un ambiente pedagogico que busque desarrollar fluidez, la participacion y el aprendizaje seran facilitados. EnglishThe present study sought to demonstrate the importance that the shaping of learner contributions has in the provision of opportunities for participation and learning in the EFL classroom. A particular set of interactional features that can shape learners’ utterances were examined: scaffolding, requests for clarification and confirmation checks. These features have been found to promote language participation and learning from a classroom discourse perspective (Walsh, 2002; Walsh and Li, 2013; Can Daskin, 2014). The study was also informed by the socio-cultural concept of learning as a social affair that is achieved through participation (Lantolf, 2000; Donato, 2000; Mondada & Pekarek, 2004). A Conversation Analysis (CA) methodology was used to analyse two extracts collected in EFL classrooms at a language institute in Santiago, Chile. Findings suggested that when teachers shape their learners’ contributions by means of scaffolding, clarification requests and confirmation checks in a pedagogical environment that promotes conversation, participation and learning will likely be enhanced." @default.
- W2894936438 created "2018-10-12" @default.
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- W2894936438 date "2017-01-01" @default.
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- W2894936438 title "Shaping learner contributions in the EFL language classroom: A Conversation analytic perspective" @default.
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