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- W4383911598 abstract "This chapter presents the collaborative research project ‘From monologues to dialogues’. The project included several small-scale classroom studies conducted by a research team of teachers and researchers. The collaboration encompassed all stages of the project (design, implementation and analysis), which combined theory and practice to produce findings relevant for the teaching profession. The project was grounded in a practice-based problem: How do we get the pupils to talk to each other in the target language in the classroom? The research team hypothesized that the issue might lie with oral classroomactivities and that the problem could be solved by designing meaningful tasks aimed at promoting co-constructed interaction. Our findings related to task design indicate that problem-based tasks with brief instructions and artefacts can elicit ‘good interaction’, which - with the analytical affordances of conversation analysis - we empirically defined as co-constructed interaction where pupils attend to each other’s turns-at-talk and formulate fitting turns that foster the progressivity of the activity. Challenges in our collaboration included negotiating different expectations and perspectives; we argue, however, that the benefits outweigh the challenges. Most importantly, by working side by side in the research process our research team has produced findings that are both actionable and sustainable for the teaching profession." @default.
- W4383911598 created "2023-07-12" @default.
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- W4383911598 date "2023-07-10" @default.
- W4383911598 modified "2023-09-25" @default.
- W4383911598 title "1 Combining theory and practice: Findings from a collaborative project on oral task design" @default.
- W4383911598 doi "https://doi.org/10.1515/9783110787719-002" @default.
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