The effect of teacher feedback on EFL learners´ functional production in classroom discourse
The present study is based on the analysis of classroom interactions between children and with their teacher both in first and second language contexts. The subjects of our study are two five-year-old classes in an English bilingual school in Madrid, with two different teachers, and one five-year-ol...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2005 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/668903 |
| Acceso en línea: | http://hdl.handle.net/10486/668903 |
| Access Level: | acceso abierto |
| Palabra clave: | Michael Halliday Educación Filología inglesa Filología |
| Sumario: | The present study is based on the analysis of classroom interactions between children and with their teacher both in first and second language contexts. The subjects of our study are two five-year-old classes in an English bilingual school in Madrid, with two different teachers, and one five-year-old monolingual class. The source of our analysis is Halliday’s classification of the communicative functions that children can convey in their mother tongue at the pre-school level (Halliday, 1975). Our premise is that the functional variety of children’s production and their use of language for their own communicative purposes is highly related to both frequency and type of teacher feedback. This is especially important in the case of second language learners, in order to avoid their L2 language production being limited to responses to their teacher’s questions. |
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