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International Review of Applied Linguistics in Language Teaching

Ed. by Jordens, Peter / Roberts, Leah

4 Issues per year


IMPACT FACTOR 2017: 1.242

CiteScore 2017: 1.47

SCImago Journal Rank (SJR) 2017: 0.892
Source Normalized Impact per Paper (SNIP) 2017: 0.915

Online
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1613-4141
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Volume 53, Issue 1

Issues

Promoting self-discovery in the language classroom

Hansun Zhang Waring
Published Online: 2015-02-28 | DOI: https://doi.org/10.1515/iral-2015-0003

Abstract

Promoting self-discovery appears to be a general relevancy oriented to by participants not only in ordinary conversation (Schegloff et al., 1977) but also in various sorts of institutional encounters (e.g., Edwards & Stokoe, 2007). The push for self-repair, for example, is considered an important learning activity which may be inhibited or retarded by other-repair (van Lier, 1988; Ohta, 2000). The aim of this paper is to investigate the complexities of the practices utilized to accomplish promoting self-discovery in the language classroom. Based on a conversation analytic account of 30 hours of audio and video-recorded adult ESL (English as a Second Language) lessons, I show two ways in which promoting self-discovery may become problematic in its implementation. I argue that language instructors need to be sensitized to the delicate balance between promoting self-discovery and providing interactionally contingent help.

Keywords: conversation analysis; language teaching; withholding; repair; corrective feedback; promoting self-discovery

About the article

Published Online: 2015-02-28

Published in Print: 2015-03-01


Citation Information: International Review of Applied Linguistics in Language Teaching, Volume 53, Issue 1, Pages 61–85, ISSN (Online) 1613-4141, ISSN (Print) 0019-042X, DOI: https://doi.org/10.1515/iral-2015-0003.

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