Fantasy vs Reality : A comparison of recommendations for
classroom practice and conversation-analytic findings

k 2021

Fantasy vs Reality : A comparison of recommendations for classroom practice and conversation-analytic findings

TŮMA, František a Nicola Catherine FOŘTOVÁ

Základní údaje

Originální název

Fantasy vs Reality : A comparison of recommendations for classroom practice and conversation-analytic findings

Autoři

TŮMA, František a Nicola Catherine FOŘTOVÁ

Vydání

15th ESSE Conference, online, 30 August-3 September, 2021, Lyon, France, 2021

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Francie

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Organizační jednotka

Filozofická fakulta

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 10. 2. 2022 11:30, Mgr. Jana Pelclová, Ph.D.

Anotace

V originále

Our research project comprised an analysis of how learners and teachers interact in EFL classes. We video- and audio-recorded 18 EFL lessons (multiple video cameras and voice recorders were used) in five different upper-secondary schools in Brno (Czech Republic) and used conversation analysis to uncover the practices used by the teachers and the learners. In this paper we focus on the step beyond the detailed descriptions of the interactional practices and we ask: how are these findings relevant to language teachers and teaching? In particular, we focused on literature intended for teachers (handbooks, journal articles and popular websites) and extracted the passages on errors and error correction, use of the L1 as well as group- and pair-work. By comparing our research findings with the considerations and recommendations that we found in the literature, we identified discrepancies in some of the aforementioned areas, which we will discuss in more detail by bringing evidence from our data and other studies. We conclude that in some areas the actual classroom processes are not reflected in the literature and we will show how conversation-analytic research can help bridge this gap. At the end of our presentation we will briefly outline how students in teacher education programmes can work with some conversation-analytic techniques and findings to better understand the complexity of real classroom episodes.

Návaznosti

GA18-02363S, projekt VaV

Název: Interakce ve frontální výuce a skupinové práci v hodinách angličtiny na střední škole

Investor: Grantová agentura ČR, Interakce ve frontální výuce a skupinové práci v hodinách angličtiny na střední škole

Citovat

TŮMA, František a Nicola Catherine FOŘTOVÁ. Fantasy vs Reality : A comparison of recommendations for classroom practice and conversation-analytic findings. In 15th ESSE Conference, online, 30 August-3 September, 2021, Lyon, France. 2021.

@proceedings{1793121,
   author = {Tůma, František and Fořtová, Nicola Catherine},
   booktitle = {15th ESSE Conference, online, 30 August-3 September, 2021, Lyon, France},
   language = {eng},
   title = {Fantasy vs Reality : A comparison of recommendations for classroom practice and conversation-analytic findings},
   url = {http://www.esse2020lyon.fr/en/pages/esse-2021-home},
   year = {2021}
}

TY  - CONF
ID  - 1793121
AU  - Tůma, František - Fořtová, Nicola Catherine
PY  - 2021
TI  - Fantasy vs Reality : A comparison of recommendations for classroom practice and conversation-analytic findings
UR  - http://www.esse2020lyon.fr/en/pages/esse-2021-home
N2  - Our research project comprised an analysis of how learners and teachers interact in EFL classes. We video- and audio-recorded 18 EFL lessons (multiple video cameras and voice recorders were used) in five different upper-secondary schools in Brno (Czech Republic) and used conversation analysis to uncover the practices used by the teachers and the learners. In this paper we focus on the step beyond the detailed descriptions of the interactional practices and we ask: how are these findings relevant to language teachers and teaching? In particular, we focused on literature intended for teachers (handbooks, journal articles and popular websites) and extracted the passages on errors and error correction, use of the L1 as well as group- and pair-work. By comparing our research findings with the considerations and recommendations that we found in the literature, we identified discrepancies in some of the aforementioned areas, which we will discuss in more detail by bringing evidence from our data and other studies. We conclude that in some areas the actual classroom processes are not reflected in the literature and we will show how conversation-analytic research can help bridge this gap. At the end of our presentation we will briefly outline how students in teacher education programmes can work with some conversation-analytic techniques and findings to better understand the complexity of real classroom episodes.
ER  -

TŮMA, František a Nicola Catherine FOŘTOVÁ. Fantasy vs Reality : A comparison of recommendations for classroom practice and conversation-analytic findings. In \textit{15th ESSE Conference, online, 30 August-3 September, 2021, Lyon, France}. 2021.

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