Dialogism and classroom interaction in English language teaching: A review of Czech research.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F14%3A00078823" target="_blank" >RIV/00216224:14410/14:00078823 - isvavai.cz</a>

Výsledek na webu

<a href="https://journals.muni.cz/pedor/article/view/2727" target="_blank" >https://journals.muni.cz/pedor/article/view/2727</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/PedOr2014-6-878" target="_blank" >10.5817/PedOr2014-6-878</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Dialogism and classroom interaction in English language teaching: A review of Czech research.

Popis výsledku v původním jazyce

The aim of the present study is to review Czech research on classroom interaction in English language teaching. We understand classroom interaction as mutual influencing among a teacher and learners while teaching and learning. We view classroom interaction from the perspective of dialogism, which we use as a theoretical and epistemological framework assuming interaction as a unit of analysis. This review analyzes 9 empirical studies published as journal articles, books, book chapters or Ph.D. dissertations in the years 2006?2014. These studies were critically analyzed in the light of dialogism. Important findings include the fact that a number of studies dealt with teacher talk, mainly teacher questions and the use of the target language and the mother tongue. We compare the areas with the situation abroad as reflected in selected reviews of international research, and outline gaps in Czech research.

Název v anglickém jazyce

Dialogism and classroom interaction in English language teaching: A review of Czech research.

Popis výsledku anglicky

The aim of the present study is to review Czech research on classroom interaction in English language teaching. We understand classroom interaction as mutual influencing among a teacher and learners while teaching and learning. We view classroom interaction from the perspective of dialogism, which we use as a theoretical and epistemological framework assuming interaction as a unit of analysis. This review analyzes 9 empirical studies published as journal articles, books, book chapters or Ph.D. dissertations in the years 2006?2014. These studies were critically analyzed in the light of dialogism. Important findings include the fact that a number of studies dealt with teacher talk, mainly teacher questions and the use of the target language and the mother tongue. We compare the areas with the situation abroad as reflected in selected reviews of international research, and outline gaps in Czech research.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/EE2.3.30.0009" target="_blank" >EE2.3.30.0009: Zaměstnáním čerstvých absolventů doktorského studia k vědecké excelenci</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Pedagogická orientace

ISSN

1211-4669

e-ISSN

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Svazek periodika

24

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

25

Strana od-do

878-902

Kód UT WoS článku

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EID výsledku v databázi Scopus

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