FF:AJU2203 Discourse and interaction - Course Information
AJU2203 Discourse and interaction in EFL classes
Faculty of ArtsAutumn 2024
The course is not taught in Autumn 2024
- Extent and Intensity
- 0/2/0. 4 credit(s). Type of Completion: z (credit).
- Teacher(s)
- Nicola Catherine Fořtová, B.A., M.A. (lecturer)
Mgr. Linda Nepivodová, Ph.D. (lecturer)
Mgr. David Ryška (lecturer) - Guaranteed by
- Mgr. Linda Nepivodová, 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
- except Mon 18. 11. to Sun 24. 11.
- Prerequisites (in Czech)
- AJU2102 EFL Didactics II
- 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 25 student(s).
Current registration and enrolment status: enrolled: 0/25, only registered: 0/25 - fields of study / plans the course is directly associated with
- Upper Secondary School Teacher Education in English Language and Literature (programme FF, N-AJU_) (3)
- 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
- T. A. van Dijk (Ed.), Discourse studies: A multidisciplinary introduction (2. vyd). London: Sage.
- selected studies (journal articles)
- recommended literature
- Antaki, C. (Ed.) (2011), Applied conversation analysis: Intervention and change in institutional talk. Basingstoke: Palgrave Macmillan.
- Waring, H. Z. (2015). Theorizing pedagogical interaction: Insights from conversation analysis. New York: Routledge.
- 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.
- McCarthy, M., & Carter, R. (1994). Language as discourse: perspectives for language teaching. Longman.
- Clift, R. (2016). Conversation analysis. Cambridge: Cambridge University Press.
- ten Have, P. (2007). Doing conversation analysis (2nd ed.). London: Sage.
- Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. University of Michigan: Blackwell Publishing.
- Phillips, N., & Hardy, C. (2002). Discourse analysis: Investigating processes of social construction. Thousand Oaks: Sage.
- Walsh, S. (2006). Investigating classroom discourse. New York: Routledge.
- Cazden, C. B. (2001). Classroom Discourse: The Language of Teaching and Learning. Portsmouth: Heinemann.
- Wong, J., & Waring, H. Z. (2010). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. New York: Routledge.
- Richards, K., Ross, S., & Seedhouse, P. (2011). Research methods for applied language studies: An advanced resource book for students. London: Routledge.
- Markee, N. (Ed.). (2015). The handbook of classroom discourse and interaction. Chichester: John Wiley & Sons.
- 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
- The course is taught annually.
- Enrolment Statistics (Autumn 2024, recent)
- Permalink: https://is.muni.cz/course/phil/autumn2024/AJU2203