AJU5203 Discourse and interaction in EFL classes

Faculty of Arts
Autumn 2022
Extent and Intensity
0/0/0. 4 credit(s). Type of Completion: z (credit).
Teacher(s)
Nicola Catherine Fořtová, B.A., M.A. (seminar tutor)
Mgr. Jitka Sedláčková, Ph.D. (seminar tutor)
Guaranteed by
doc. Mgr. František Tůma, Ph.D.
Department of English and American Studies – Faculty of Arts
Contact Person: Tomáš Hanzálek
Supplier department: Department of English and American Studies – Faculty of Arts
Timetable
each even Friday 12:00–13:40 L35
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 15 student(s).
Current registration and enrolment status: enrolled: 0/15, only registered: 0/15
fields of study / plans the course is directly associated with
Course objectives
This course integrates theoretical, research and practical perspectives on discourse and interaction in EFL classes. The students will become familiar with the background, selected traditions in the analysis of classroom discourse and interaction, and with related findings. The students will then transcribe, analyze and reflect on a recording of their own teaching.
Learning outcomes
After completing the course, students will be able to: 1. Discuss the relevance of research in classroom discourse and interaction for language teachers, 2. Analyze, discuss and critically evaluate how aims, content, teaching materials and classroom management are reflected in classroom discourse and oriented to by the teachers and learners, 3. Explain how interaction differs in various types of settings and arrangements, 4. Analyze and discuss the role of language, embodied and material resources in classroom interaction, 5. Reflect on their own teaching by analyzing their own classroom recording.
Syllabus
  • 1. Introduction to the field of classroom discourse and interaction. Theoretical perspectives, relevance for EFL teachers. 2. Traditions in the analysis of classroom discourse. Assumptions, examples, comparison. 3. Conversation analysis. Data collection and transcription, (micro)analysis, reporting findings. 4. Multimodal analysis and embodied interaction. The role of language, embodied and material resources in classroom interaction. 5. Critical discourse analysis and critical theories. The reflection of macro-social categories (e.g. power, gender, ethnicity) in classroom discourse. 6. Selected findings from research in classroom interaction and discourse in (1) frontal teaching, (2) pair- or groupwork and (3) peer interaction outside the classroom. 7. Analyzing recordings of classroom interaction and self-reflection. 8. Practical implications of research in classroom discourse and interaction. Applied conversation analysis. Using conversation analysis for teaching English as a foreign language.
Literature
    required literature
  • selected studies (journal articles)
  • T. A. van Dijk (Ed.), Discourse studies: A multidisciplinary introduction (2. vyd). London: Sage.
    recommended literature
  • Sidnell, J., & Stivers, T. (Eds.). (2013). The handbook of conversation analysis. Chichester: Blackwell.
  • Hutchby, I., & Wooffitt, R. (1998). Conversation analysis: Principles, practices and applications. Cambridge: Polity Press, Blackwell.
  • Wong, J., & Waring, H. Z. (2010). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. New York: Routledge.
  • McCarthy, M., & Carter, R. (1994). Language as discourse: perspectives for language teaching. Longman.
  • Walsh, S. (2006). Investigating classroom discourse. New York: Routledge.
  • Cazden, C. B. (2001). Classroom Discourse: The Language of Teaching and Learning. Portsmouth: Heinemann.
  • ten Have, P. (2007). Doing conversation analysis (2nd ed.). London: Sage.
  • Markee, N. (Ed.). (2015). The handbook of classroom discourse and interaction. Chichester: John Wiley & Sons.
  • Phillips, N., & Hardy, C. (2002). Discourse analysis: Investigating processes of social construction. Thousand Oaks: Sage.
  • Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. University of Michigan: Blackwell Publishing.
  • Waring, H. Z. (2015). Theorizing pedagogical interaction: Insights from conversation analysis. New York: Routledge.
  • Richards, K., Ross, S., & Seedhouse, P. (2011). Research methods for applied language studies: An advanced resource book for students. London: Routledge.
  • Clift, R. (2016). Conversation analysis. Cambridge: Cambridge University Press.
  • Antaki, C. (Ed.) (2011), Applied conversation analysis: Intervention and change in institutional talk. Basingstoke: Palgrave Macmillan.
Teaching methods
Lectures and demonstrations followed by discussions, groupwork, interactive analyses of classroom talk, reading, homework.
Assessment methods
Attendance is compulsory. The students will be expected to do pass a mid-term quiz related to the assigned readings (approx. 10 open- and closed-ended questions, pass mark 65 per cent) and submit an assignment in which they will collect, transcribe, analyze and reflect on a recording of their own teaching.
Language of instruction
English
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on the extent and intensity of the course: blokově (13 hodin za semestr).
The course is also listed under the following terms Autumn 2021, Autumn 2023.
  • Enrolment Statistics (Autumn 2022, recent)
  • Permalink: https://is.muni.cz/course/phil/autumn2022/AJU5203