Teacher’s talk in warm-up sessions: A case study of the Chinese secondary EFL classroom
This study aims to investigate the linguistic practices employed by teachers during the warm-up phase in the context of English as a Foreign Language (EFL) instruction in China. While this instructional stage is widely recognized as crucial for language classes and serves as a preparatory phase, the...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Liverpool University Press
2023-09-01
|
| Series: | International Journal of English for Academic Purposes |
| Subjects: | |
| Online Access: | http://www.liverpooluniversitypress.co.uk/doi/10.3828/ijeap.2023.7 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This study aims to investigate the linguistic practices employed by teachers during the warm-up phase in the context of English as a Foreign Language (EFL) instruction in China. While this instructional stage is widely recognized as crucial for language classes and serves as a preparatory phase, there is a dearth of research that explores the organization and unfolding of classroom discourse within this specific context from a conversation analysis perspective. Adopting the analytical framework of conversation analysis (CA), this research scrutinizes the language utilized by teachers during the warm-up phase. The findings reveal that the teacher’s discourse fosters opportunities for students to engage in sociopragmatic and pragmalinguistic activities. During this preparatory stage, students actively employ language to convey specific illocutions and demonstrate socially expected behaviours, facilitated by the diverse linguistic resources employed by the teacher. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0. |
|---|---|
| ISSN: | 2634-4610 |